The talk will focus on the relevance of pronouncing terminology correctly in specialised English for both the CLIL learner and the CLIL teacher. The phonological level is often considered a ‘surface’ level, to be left for last – if considered – when teaching/learning specialised terminology. This talk intends to bring attention back to the phonological realisation of terminology as the key to smooth communication in school/academic and professional settings, and the possible cause of misunderstandings within the scientific community. In particular, the case of the Italian secondary school is taken into consideration, in an English-Italian comparative perspective: what good or bad influences are there, as far as terminology is concerned? What are the open challenges and the hidden dangers inherent in mispronunciation? What underlying argument is that pronunciation (e.g. speaking) in specialised settings should neither be neglected nor be emphasised as a standalone feature, but needs to be correctly delivered along the other three skills which, in turn, cannot be considered sufficient in themselves, although the conviction (or hope) they are still tends to linger among both teachers and learners.
|Titolo:||Specialised terminology and pronunciation: challenges for the CLIL classroom|
|Data di pubblicazione:||ott-2017|
|Settore Scientifico Disciplinare:||Settore L-LIN/12 - Lingua e Traduzione - Lingua Inglese|
|Enti collegati al convegno:||ITIS Paleocapa|
Ufficio Scolastico Regionale per la Lombardia
|Citazione:||Specialised terminology and pronunciation: challenges for the CLIL classroom / K. Grego. ((Intervento presentato al convegno ESP & CLIL: friends, false friends or foes? tenutosi a Bergamo nel 2017.|
|Appare nelle tipologie:||14 - Intervento a convegno non pubblicato|