Biography


Professor Gisella Langé is a Foreign Languages Inspector with the Italian Ministry of Education, advising on internationalisation and foreign languages. She is currently involved in National Groups organized by the Ministry of Education on Primary teacher training, National Guidelines and CLIL.

She is a researcher, writer and consultant on issues relating to language policies, foreign language teaching, testing and certifications, curriculum development and intercultural education. She has wide experience of working on developing culture and language learning solutions and of web-based teacher training on national and international platforms.

An expert within the European Commission and the Council of Europe, thematic groups and studies she has been involved with include “Key Data on Teaching Languages at School in Europe 2012” (Italian expert for Eurydice study), “Early Language Learning“ (member of the European Commission Thematic group), the “European Language Portfolio“ (member of the CoE Validation Committee and IMPEL project of ECML in Graz), the “Autobiography for Intercultural Encounters” (co-translator of the CoE document into Italian), and Content and Language Integrated Learning (member of working groups). Projects she has been involved with include SUBJECT PROJECTS, TIE-CLIL, CLILCOM, CLIL Consortium, CLIL Cascade Network, LICI, LACE, PROMICE, etc. She has published different CLIL materials and has organized several teacher training courses.

Abstract


Spotlight on transversal skills in CLIL

According to the European Commission, there's a need for teachers to focus more and more on transversal skills such as the ability to think critically, take initiative, problem solve and work collaboratively. In a world where rapid change is inevitable, how can we encourage and effectively enable teachers to design competence-based learning materials and to implement learning tools that favour skills transferability in both life and work?
The education reform in Italy has reshaped curricula on the basis of new concepts such as 'student-centredness', 'key competences' and 'learning outcomes'. CLIL methodology, mandatory in the last year of upper secondary schools in 2014/15, is offering the opportunity of strengthening cross-curricular approaches. 
CLIL teachers are proving their capacity to learn, to keep on learning and to be adaptable to change. CLIL teams of foreign language teachers and subject teachers are defining synergies between language learning and acquisition of other transversal skills.
Communities of practice are working collaboratively on how such skills can be integrated in learning/teaching materials, teacher training, pedagogy and assessment and how they can be transferred to other contexts. 
In a few words, CLIL is proving to be a real driver for transversal skills both for teachers and students!