L’interazione dialogica nelle classi CLIL: analisi e rivisitazione del concetto di autenticità

The aim of this paper is to address the issues of language construction and language use in the specific context of CLIL classroom discourse as well as reveal the existence and nature of its authenticity of purpose. Due to the content-driven nature of CLIL methodology, a number of research studies claim that interaction in CLIL environments, compared to other foreign language learning environments, enhances authentic language learning and develops comunicative competence. As the author is largely in favour of the above view, it is the intention of this study to provide practical evidence that CLIL classes affar significant opportunities for teachers to exploit even the most basic oral interaction patterns to generate authentic classroom discourse by making use of the wealth of concepts, topics and meanings that are part and parcel of non-language content subjects.