ИСПОЛЬЗОВАНИЕ МЕТОДИКИ CLIL НА НЕСПЕЦИАЛЬНЫХ ФАКУЛЬТЕТАХ
Глущенко О.А.
Кандидат педагогических наук, доцент кафедры иностранных языков для гуманитарных и естественнонаучных факультетов, ФГБОУ ВПО Псковский государственный университет
ИСПОЛЬЗОВАНИЕ МЕТОДИКИ CLIL НА НЕСПЕЦИАЛЬНЫХ ФАКУЛЬТЕТАХ
Аннотация
В статье рассматриваются некоторые особенности применения методики CLIL на неспециальных факультетах. В нашем случае частичное внедрение данной методики в образовательный процесс позволяет прогнозировать эффективную профессиональную деятельность студентов.
Ключевые слова: методика CLIL, изучение английского языка, изучение специальности.
Glushenko O.A.
Candidate of pedagogic sciences, associate professor at the Department of Humanities and Sciences, Faculty of Foreign languages, Pskov State University
CLIL FOR NON-LANGUAGE UNIVERSITY STUDENTS
Abstract
The article deals with some ideas of applying CLIL method at non-language faculties. In our case a partial CLIL is under discussion that provides students with the efficient professional study and potentially professional results.
Key-words: CLIL, learning English, an academic subject.
CLIL (Сontent and Language Integrated Learning) is a comparatively new method of teaching both ESL, (English as a Second Language) or EFL (English as a Foreign Language), or ESOL (English to Speakers of Other Languages), and an academic subject at the same time. The students study a specific subject area and learn English terminology along with it. The subject-related material can be delivered either partially or entirely in English. For those instructors who teach English at non-language departments it is obvious that their students need the knowledge of specific vocabulary used in the field of their professional area. We believe that our practical experience in applying CLIL to our basic instruction is the first step in training well educated and ambitious young people and preparing them for integrating into the rapidly developing world of the present.
The CLIL method includes 4 “C”: 1) сontent, 2) сommunication, 3) сognition, 4) сulture. To determine the main principles of CLIL, the following aspects should be taken into consideration: cultural, social, linguistic, specific subject area, and educational. The aforementioned aspects directly correlate with the students’ age group, their socio-linguistic environment, and the CLIL level they have been placed for. [1]
The university curriculum specifically designed for the students of the Region Study department includes the use of educational materials in practical English (rules of grammar, phonetics, writing), as well as authentic materials taken from various mass media sources. The materials covering politics, economy, geography, history, culture, and sport areas are integrated into the first year course. By following this course, we target the following skills:
- the students’ ability to maintain their knowledge in a specific subject area while being introduced to a new educational and authentic materials;
- the students ability to cooperate with each other, work in teams or individually, and work on the projects;
- the students’ presentations at the student scientific conference to demonstrate the results of the course work.
The goal of the instructor is to design the course curriculum. The basic idea of the program aims at the following:
- to show the students the ways of how to collaborate with people of other nationalities, languages, religion, political views, mentality;
- to demonstrate various approaches in managing cooperation between different world regions;
- to introduce the ways of improving regional interaction across borders and make it more beneficial and productive;
- to show the ways of achieving certain results in a pursuit of well-being of the region today.
There are three course objectives the students are supposed to achieve. They are: to know, to understand, and to use the material. The instructor in particular should be well aware of the course ultimate results to be able to create a more effective teaching/ learning environment. What the students are going to learn and what results they are likely to achieve along the course, should always be under the instructor’s close consideration.
The CLIL method techniques applied by the instructor during the course are of great importance. The emphasis is placed on vocabulary drill. The students read various texts and are encouraged to identify certain language structures and linguistic units. Here is a case study example:
Federal law in the United States does not provide for paid parental leave after the birth of a child, and the US is one of the few developed countries that do not. In addition to the US, Liberia, Swaziland and Papua New Guinea do not offer paid parental leave. As of 2013, a little more than 11% of US employers voluntarily offered paid family leave to its employees. US law does include the Family Leave Medical Act, which allows time off for parents after the birth of a child, but it does not have to be paid time off, and not all employers are required to offer it.
More about family leave: Even in countries with paid family leave, it often is not at full pay, and there might be limitations for how often it can be taken. For example, in Zimbabwe, Barbados, Egypt and Jamaica, women are allowed only three maternity leaves for the duration of their working lives. The law in Sweden allows for the most paid family leave, at a total of 16 months per child for both parents combined. In 2004, California became the first US state to pass a law that requires paid parental leave.
The linguistic units in the presented text can be divided into three groups:
1) subject-semantic units: family, leave, child, parents …
2) academic (linguistic or vocabulary) units: in addition to, to offer, to include, to be required…
3) word combinations: Federal law, the Family Leave Medical Act, at full pay, parental leave…
The instructors are recommended to provide students with various newspaper articles as well as to encourage them to do their own research by reading books or by using Internet resources. The students are assigned different individual tasks and get an opportunity to later on present their views and opinions on a specific subject matter.
References
- Крашенинникова А.Е. К вопросу об использовании предметно-языкового интегрированного обучения CLIL // rusnauka.com_ANR_2013/Pedagogica…126661.doc.htm
- Лалетина, Т.А. Интегрированный подход и использование предметно-языковой интеграции при обучении иностранному языку// conf.sfukras.ru/uploads/3_Laletina%20T%5B1%5D.A.pdf
- Maljers A., Marsh D., Coyle D., Hartiala A.K., Marsland B., Pérez-Vidal C., Wolff D. (2002) The CLIL Compendium// www.clilcompendium.com