In this paper, we have applied the concepts of Zone of Proximal Development described by Vygotsky and scaffolding, as defined by Bruner and his collaborators (1976) to observe what happens in two classrooms which are following the CLIL methodology where history is taught in French. In the two classes the same didactic technique of ‘ lezione partecipata frontale’ is adopted. Thus, the difference between the two experiments is the age of the learners (high school and middle school), and therefore the degree of foreign language knowledge and cognitive abilities in historic discourse. We argue that the CLIL methodology is valid because it is situated inside the ZPD; we analyze the different operations involved in the scaffolding process with several examples that privilege the oral production competence. We discuss the validity of the model and make a proposal for modifying the model so that it fits a classroom situation better as well as collective teaching/learning – and not only for individual learning.
|Titolo:||Il ruolo del ‘sostegno’ all’esposizione di contenuti storici in LS|
|Data di pubblicazione:||2008|
|Appare nelle tipologie:||2.1 Articolo su rivista |