Partners' Institution:
Università Telematica degli Studi IUL
Name of the person involved in the event:
Letizia Cinganotto, Fausto Benedetti, Patrizia Garista
Date of the event:
01 January 2020 - 29 February 2020
Type of Dissemination event:
Article in newspaper
Target group:
Researchers
Teachers
Teachers
Held in:
(Italy)
Description of Dissemination Event:
VOL. XXVIII, NO. 1 Jan-Feb. 2020
CLIL4STEAM
By
Letizia Cinganotto, Fausto Benedetti, Patrizia Garista
INDIRE/IUL
pag. 16-18
CLIL4STEAM
By
Letizia Cinganotto, Fausto Benedetti, Patrizia Garista
INDIRE/IUL
pag. 16-18
Outcomes and Results:
In November 2019 the CLIL4Steam (C4S) project started: the kick-off meeting was held in Florence and
represented the opportunity for all the partners involved to meet face-to-face and to plan all the relevant
activities of the project. The kick-off meeting was organized by Pixel Association, one of the partners, run by
Elisabetta Delle Donne, in collaboration with Lorenzo Martellini, excellent project managers, who played a
crucial role in the organization of the activities.
7 partners from 5 different European countries are involved in the project:
-Szkoła Podstawowa nr 5 w Świdniku (Poland)
-Limerick Institute of Technology (Ireland)
-Pixel Associazione (Italy)
-Università Telematica degli Studi IUL (Italy)
-IIS E. Montale Nuovo IPC (Italy)
-Traku Vytauto Didziojo gimnazija (Lithuania)
-Fundatia EuroED (Romania.
The authors of this contribution are involved in the project on behalf of IUL, the online university co-funded
by INDIRE and University of Florence.
The project focuses on Content and Language Integrated Learning (CLIL) which is playing an increasingly
important role in language education. In particular, the aim of the project is to develop CLIL methodology in
the STEAM subjects (Science, Technology, Engineering, Arts and Mathematics), combining the study of
CLIL with STEAM.
A wide range of educational research studies shows that students’ interest and motivation toward STEAM
learning has declined especially in western countries. Concern for improving STEAM education in many
countries continues to grow as demand for STEAM skills to meet economic challenges becomes increasingly
relevant. Many education systems and policy makers in the world are concerned about advancing
competences in STEAM domains and have engaged in some educational reforms. In fact, STEAM subjects
are often taught disconnected from the arts, creativity and design and the vehicular language is generally the
first language of the country. Fostering the teaching and learning of STEAM subjects in a foreign language as
in CLIL may help design an integrated and flexible curriculum, beyond the fixed boarders of the single
subjects.
In order to increase the students’ interest in STEAM degrees and careers and even more importantly, show
students and society at large, the key role that STEAM subjects play in improving our lives and their need for
our future, we need STEAM to be taught in an integrated
way and a vehicular language for teaching and learning
may help reach this aim. We need all the components of
the STEAM acronym to work together and to apply
measures to teach the different disciplines in an
integrated way, connected to real life issues. Learning
STEAM content through a foreign language can help
future citizens tackle any issues in society, in a collaborative, critical and efficient way.
continues on p. 18
represented the opportunity for all the partners involved to meet face-to-face and to plan all the relevant
activities of the project. The kick-off meeting was organized by Pixel Association, one of the partners, run by
Elisabetta Delle Donne, in collaboration with Lorenzo Martellini, excellent project managers, who played a
crucial role in the organization of the activities.
7 partners from 5 different European countries are involved in the project:
-Szkoła Podstawowa nr 5 w Świdniku (Poland)
-Limerick Institute of Technology (Ireland)
-Pixel Associazione (Italy)
-Università Telematica degli Studi IUL (Italy)
-IIS E. Montale Nuovo IPC (Italy)
-Traku Vytauto Didziojo gimnazija (Lithuania)
-Fundatia EuroED (Romania.
The authors of this contribution are involved in the project on behalf of IUL, the online university co-funded
by INDIRE and University of Florence.
The project focuses on Content and Language Integrated Learning (CLIL) which is playing an increasingly
important role in language education. In particular, the aim of the project is to develop CLIL methodology in
the STEAM subjects (Science, Technology, Engineering, Arts and Mathematics), combining the study of
CLIL with STEAM.
A wide range of educational research studies shows that students’ interest and motivation toward STEAM
learning has declined especially in western countries. Concern for improving STEAM education in many
countries continues to grow as demand for STEAM skills to meet economic challenges becomes increasingly
relevant. Many education systems and policy makers in the world are concerned about advancing
competences in STEAM domains and have engaged in some educational reforms. In fact, STEAM subjects
are often taught disconnected from the arts, creativity and design and the vehicular language is generally the
first language of the country. Fostering the teaching and learning of STEAM subjects in a foreign language as
in CLIL may help design an integrated and flexible curriculum, beyond the fixed boarders of the single
subjects.
In order to increase the students’ interest in STEAM degrees and careers and even more importantly, show
students and society at large, the key role that STEAM subjects play in improving our lives and their need for
our future, we need STEAM to be taught in an integrated
way and a vehicular language for teaching and learning
may help reach this aim. We need all the components of
the STEAM acronym to work together and to apply
measures to teach the different disciplines in an
integrated way, connected to real life issues. Learning
STEAM content through a foreign language can help
future citizens tackle any issues in society, in a collaborative, critical and efficient way.
continues on p. 18
Supporting Documents: