Abstract
The aim of this article is to investigate stakeholders’ perceptions as regards the integration of CLIL and museum education and outline the main methodological implications. Lately, Italian museums have started offering CLIL learning programmes aimed at school groups. However, there is very little research on the affordances, issues and practical implications of integrating CLIL and museum-based pedagogies. To help fill this gap, an action research project was initiated, which involved university experts, museum staff and upper secondary teachers and students. This study focuses on the museum staff’s interview data, and reveals that successful design of CLIL museum programmes depends on different elements, such as a shared vision for CLIL and strong school-museum collaboration.
Highlights
Interdisciplinarity and the ability to capitalize upon and validate learning across different learning contexts is at the core of the present and future educational agenda of the European Union (CEDEFOP 2009)
In explaining the reasons behind her interest in CLIL, the Education Director claimed that museums can play an important role in supporting teachers to implement changes in their delivery of the school curriculum: Education Director: The introduction of CLIL involved and is still involving a great effort on the part of teachers to respond to the curriculum changes, and not always they have been able/ are able to do so
When reflecting on the positive aspects of the CLIL museum programmes, the Education Director said that she was proud of the materials developed and the balance obtained between content and language: Education Director: The added value of the museum experience, the right balance we were able to establish between language and contents, and the materials [worksheets] we designed
Summary
Interdisciplinarity and the ability to capitalize upon and validate learning across different learning contexts (formal, non-formal and informal) is at the core of the present and future educational agenda of the European Union (CEDEFOP 2009). The assumption is that to really promote lifelong learning we need to create synergies among different educational providers and implement models that help teachers bridge the gap between learning at school and beyond. This is true for any type of learning, including language learning (European Council 2014, 2019; Reinders, Benson 2017). Apart from our research, which we partially report on here, no study has yet fully investigated the affordances and issues of integrating CLIL and museum-based pedagogies and its methodological implications
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