CLIL in Italian schools: a study of students’ experiences and perceptions

This thesis examines the implementation and impact of Content and Language Integrated Learning (CLIL) within the Italian educational context, focusing particularly on how students perceive this bilingual teaching methodology. CLIL involves delivering subject content—such as history, science, or geography—through a foreign language, most often English, with the dual goal of improving language skills and deepening subject-area understanding. In the Italian school system, CLIL has been introduced as a mandatory part of the final year in upper secondary education, following education reforms inspired by European Union guidelines on multilingual competence. The study delves into the conceptual foundations of CLIL, its educational methodology, and how it has been practically adopted in schools across Italy. Central to the research is a mixed-methods analysis based on data gathered through a structured questionnaire administered to Italian students. By presenting the perspectives and experiences of learners, this thesis adds valuable insight to the debate on optimizing CLIL in Italy. It proposes practical, student-informed strategies for improving CLIL delivery and highlights critical areas for teacher training and curriculum enhancement.