TEACHING/LEARNING MATHEMATICS IN A FOREIGN LANGUAGE: INTRODUCING CLIL IN ITALY

This contribution analyses the Italian context at the forthcoming introduction of CLIL (Content and Language Integrated Learning) methodology in classroom. Up to now, as far as the CLIL teaching of mathematics is concerned, only a few studies are reported in the literature. As a consequence, it is difficult both to identify the necessary competences for mathematics CLIL teachers, and to state how these competences can be attained. The framework of reference for our remarks on the use of CLIL for mathematics teaching is constituted by some theoretical guidelines developed within two European projects devoted to CLIL. Selected quotations from answers to a questionnaire introduced to secondary school Mathematics teachers are used to support our research hypotheses.