The Role of Conversation in Higher Education: a view on differentiation in C.L.I.L. based approach

The present article investigates differentiation methods in organizing conversation class through Content Language Integrated Learning (CLIL) approach at the university. In particular, what professional competences are to be acquired to teach throughout the medium of English language? We examine the figure of the teacher who supports the class using the skill to motivate learners, to establish and maintain contact with them, to monitor the learning process, to stimulate and activate differentiation practices specific in CLIL education (Tomlinson, 1999).