CLIL is increasingly being taken up by Ministries of Education as an innovative approach to teaching modern languages, as a motivating method for teaching subject areas or simply as a contribution to internationalization and the ideal of multilingualism. With this exponential growth, the lack of competent, trained CLIL teachers has become more evident.

Content teachers are not infrequently monolingual and may not recognize the benefits of becoming bilingual, while language teachers may not feel proficient in the subject-area knowledge required for content teaching. Education ministries insist on CLIL implementation, but do not oversee a workforce sufficiently competent in all three necessary areas: target language ability, subject knowledge, and CLIL methodology.

Content and language integrated learning (CLIL) is a term created in 1994 by David Marsh and Anne Maljers as a methodology similar to but distinct from language immersion and content-based instruction. It's an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. The idea of its proponents was to create an "umbrella term" which encompasses different forms of using language as the medium of instruction.

We propose a training which is not a common English learning course, but is conducted by native English teachers working or living in Italy, but also coming directly from UK, aiming at the development of competences like:

• creativity

• motivation

• intelligent and focused use of ICT

in order to make specific lessons in English language on topics which are not part of English language and literature. Can be science, can be maths, can be economy. Participants are teachers or trainers or educators experts in topics which belong to them as they learnt to become professionals in their job. But, when you have to face the fact that, from tomorrow, you have to start to teach some hours of your daily program at school in English or Spanish or German, you need further competence and a great motivation to organize your lesson, to feel up to a new task, to take care on the quality of contents and, at the same time, on correct pronunciation and grammar.

What does it mean to train on the CLIL method? or better said, a training to learn and use the CLIL method?

According to the original idea, it's not just English lessons but is more and is more difficult. A challenge for the majority of teachers all around the world. It's understandable that the "old" generation is disappointed and rebellious while the new one is enthusiastic, it's easier to learn languages while you are young and you can travel. Erasmus Plus didn't exist many years ago and most teachers, also for personal trips, couldn't go abroad.

CLIL method is a challenge and is the future but it's necessary to be realistic and go step by step, don't get scared.

Target group

Mainly teachers and educators but also trainers and school directors. 

Teachers can be language teachers, especially English teachers who aim at becoming “CLIL trainers” and subject teachers, who are the main target for whom the CLIL method is useful, urgent and required in order to widen perspectives and improve the internationalization level of teaching. 

Potentially all adults and also professionals in the field of education are welcomed to this course. 

As all our programs, the present one is flexible and adaptable to special requests, depending on the subject taught or on the starting level of the participant. 

Furthermore, in line with the JUMP Academy method, our courses are based on a strategic balance between formal and non formal education, indoor and outdoor education and the team takes care of a very important aspect of international mobility which is the intercultural learning which we develop with short excursions and facilitating the interaction with local partners, especially schools of the territory. 

We always try to connect our learners to local teachers and students to cooperate in developing innovation and networking for future projects. If possible, inside the program, a morning is spent inside a local school, visiting, observing and cooperating in the realization of one or more lessons. The proposed program JUMP works, in European dimension and with international spirit, at local level and, according to the period of the training along the year and the weather, it is possible to change some sessions and add visits and meetings, in cooperation with our network of partners including schools involved in European projects).