scholarly journals CLIL Teacher Competences and Attitudes

2017 ◽  
Vol 11 (1) ◽  
pp. 196-218 ◽  
Author(s):  
Lilija Vilkancienė ◽  
Inga Rozgienė
Keyword(s):  
General Education ◽  
Language Learning ◽  
Administrative Support ◽  
Target Language ◽  
Integrated Learning ◽  
Target Groups ◽  
Content Balancing ◽  
Teacher Competences ◽  
Training Courses ◽  
Project Participants

Summary The paper presents the findings of the research carried out among the participants of the project ”Development of Content and Language Integrated Learning (CLIL) in Education” (2011-2013) that aimed to upgrade the competences of subject teachers enabling them to implement content and foreign language integrated learning approach in general education and vocational training. The data obtained through a survey indicates that the project participants developed a positive attitude towards the CLIL approach and positively assess the competences acquired during the programme. European Framework for CLIL Teacher Education proves to be a useful tool when designing training courses for specific target groups of qualified content teachers and a fifty hours' programme seems to be adequate to get acquainted with the fundamentals of CLIL. The project participants were most positive about their CLIL methodology competence development during the project and ability to identify appropriate subject content for teaching by using the CLIL approach. The weakest point identified by the participants involves languagerelated issues, such as ability to support language learning in content, balancing the target language used between the learners' and teacher's linguistic ability, and overall insufficiency of linguistic competences. One more issue indicated by the respondents is the absence of standards, guidance and administrative support, as well as quality assurance (content delivery, materials and assessment) in CLIL.

scholarly journals Content and Language Integrated Learning in Tertiary Education: Perspectives on Terms of Use and Integration

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Olena Zarichna ◽  
Svitlana Buchatska ◽  
Liudmyla Melnyk ◽  
Tetiana Savchuk
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Teaching And Learning ◽  
Discourse Markers ◽  
Integrated Learning ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Training Courses ◽  
Learning Journal ◽  
Two Sides

This paper reports on a classroom investigation into a tertiary variation of content and language integrated learning (CLIL) as well as addresses the conceptual and methodological parameters of this method as distinguished from the other two content-based English-taught courses: ESP and EMI. A special challenge for this research was to study the functionality of CLIL in the university settings in terms of content retention and language acquisition as well as the development of communicative culture in university students. With this purpose we conducted a pilot project on CLIL also designing a triple vector observation scheme (content retention; language acquisition; communication culture) and adding the high order thinking skills dimension as a pivotal learning goal in a CLIL-based English classroom. The project comprised 8 syllabi-based sub-modules that featured scientific content and was conducted among 78 humanities majors.  Findings show that students’ cognitive and communicative needs do not find sufficient support in the existing L2 courses to which CLIL may serve as a solution. Introduction of CLIL even at the level of a variable sub-module may considerably raise students’ satisfaction with L2 courses and provide a reliable backing in the development of their academic thinking and communicative culture. References Григорьева К.С., Салехова Л.Л. Реализация принципов предметно-языкового интегрированного обучения с помощью технологий Web 2.0 в техническом вузе. Вестник РУДН. Серия ИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯ. 2014. № 2. С. 11-18. Знанецька О.М. Основні дидактичні та методичні принципи викладання іноземної мови. Актуальні проблеми викладання іноземних мов для професійного спілкування : Матеріали Всеукр. наук.- практ. конф., 6–7 квіт. 2012 р. : У 3 т. Д. : Біла К.О., 2012. С. 60-62.  Retrieved from: http://www.confcontact.com/2012edu/2012edu_tom1.pdf Barrios, E., Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. Cummins, J. (1984). Bilingualism and Special Education. In Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals: CLIL in Europe, edited by D. Marsh and D. Wolff. (pp. 91–101). Frankfurt: Peter Lang. Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá (Eds), Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Castelló de la Plana: Universitat Jaume I. Graham, K. M, Choi, Y., Davoodi, A., Razmeh, S., & Dixon L.Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. LACLIL, 11(1), 19-37. Jiang, Li., Jun Zhang, L., & May, S. (2019). Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and students’ Learning Motivation and Needs. International Journal of Bilingual Education and Bilingualism. 22(2), 107-119. Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic issues in EFL Teaching and Learning, 295-313. Lasagabaster, D., & Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. Yang, W. (2016). ESP vs CLIL: A Coin of Two Sides or a Continuum of Two Extremes? ESP Today. Vol. 4(1). P.43-68. References (translated and transliterated) Grigorieva K.S., Salekhova L.L. (2014). Realizatsia printsipov predmetno-yazykovogo integrirovannogo obucheniya s pomoshchyu tekhnologiy Web 2.0 v tekhnicheskom vuze. [Realisation of subject and language integrated learning principles using Web 2.0 technologies in higher technical school]. Vesnik RUDY. Seriya Informatizatsyia Obrazovaniya. No. 2. P. 11-18.  Znanetska, O. (2012) Osnovni dydaktychni ta metodychni pryntsypy vykladannia inozemnoyi movy [The main didactic and methodical principles of teaching foreign languages]. Aktualni problemy ykladannia inozemnykh mov dlia professiynoho spilkuvannia: materialy Vseukr. nauk.-prakt. konf., 6-7 kvit. 2012 r.: U 3 t. D.: Bila K.O. P. 60-62. Retrieved from:  http://www.confcontact.com/2012edu/2012edu_tom1.pdf Barrios, E., Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. Cummins, J. (1984). Bilingualism and Special Education. In Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals: CLIL in Europe, edited by D. Marsh and D. Wolff. (pp. 91–101). Frankfurt: Peter Lang. Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá (Eds), Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Castelló de la Plana: Universitat Jaume I. Graham, K. M, Choi, Y., Davoodi, A., Razmeh, S., & Dixon L.Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. LACLIL, 11(1), 19-37. Jiang, Li., Jun Zhang, L., & May, S. (2019). Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and students’ Learning Motivation and Needs. International Journal of Bilingual Education and Bilingualism. 22(2), 107-119. Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic issues in EFL Teaching and Learning, 295-313. Lasagabaster, D., & Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. Yang, W. (2016). ESP vs CLIL: A Coin of Two Sides or a Continuum of Two Extremes? ESP Today. Vol. 4(1). P.43-68.

Content-and-Language Integrated Learning: From Practice to Principles?

2011 ◽  
Vol 31 ◽  
pp. 182-204 ◽  
Author(s):  
Christiane Dalton-Puffer
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Speech Acts ◽  
Target Language ◽  
Strong Impact ◽  
Integrated Learning ◽  
Language Resources ◽  
Learning And Teaching ◽  
Language Functions ◽  
Based Instruction

This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants’ use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.

scholarly journals Socio-Psychological Orientations in English Language Learning: A Study of Graduate Level Students

2018 ◽  
Vol III (II) ◽  
pp. 41-54
Author(s):  
Muhammad Riaz ◽  
Khalid Kamran ◽  
Qaiser Abbas Hashmi
Keyword(s):  
General Education ◽  
Language Learning ◽  
English Language ◽  
Technical Education ◽  
Target Language ◽  
English Language Learning ◽  
Social Psychological ◽  
Psychological Variables ◽  
The Social ◽  
Education Study

The study examines socio-psychological orientations of students of technical education (commerce colleges, technology colleges, Technical training institutes, and vocational training institutes) towards the learning of English language. The study emphasizes the social psychological variables of attitude and motivation. In technical education the syllabus of English is different from the institutes of general education. The students of general education study English language till the last year of their graduation, while the students of commerce education study functional English in the 3rd year and business communication in 4th year. These courses relate to business correspondence. The study finds that students of technical education concentrate on learning of English for its utilitarian purpose. It is due to the reason that the absence of inadequate language policy and linguistic reality of Pakistan impact these essential socio- psychological elements of the student and his view point about English language learning. Further, students also like to learn English language due to 'instrumental' purpose or for the purpose to acculturate themselves with the target language society.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

Perspectives: Guilt, Missed Opportunities, and False Role Models: A Look at Perceptions and Use of the First Language in English Teaching in Japan

2015 ◽  
Vol 37 (1) ◽  
pp. 29 ◽  
Author(s):  
Samantha Hawkins
Keyword(s):  
Language Learning ◽  
Role Models ◽  
Target Language ◽  
Ministry Of Education ◽  
Missed Opportunities ◽  
Resource Teachers ◽  
Sports Science ◽  
English Classes ◽  
Creative Pedagogy ◽  
Necessary Evil

At the start of the 2013 academic year, Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) implemented the guideline set forth in their latest Courses of Study, dictating that English classes “should be conducted principally in English in high school” (MEXT, 2009, p. 8). The new Courses of Study, although not imposing a strict target-language-only rule, are still reflective of the past dogma that takes what Macaro (2001) calls a maximal position wherein the L1 is a necessary evil rather than a pedagogical resource. Teachers and institutions espousing such a view undermine language learning progress by engendering undue guilt for responsive and responsible teaching decisions, inhibiting creative pedagogy, and discouraging teachers from acting as positive and realistic bi/multilingual role models. 日本の文部科学省は、現行版学習要領に記載された「高等学校の英語教育授業を原則として英語で教えること」（文部科学省, 2009, p. 8）という方針を2013学年度に施行した。対象言語のみの使用を徹底するという厳格な規則にはなっていないものの、新学習要領は、Macaro（2001）がmaximal positionと呼ぶ「母語（L1）の使用は教育上の必要悪である」とする考えを反映している。このような見解を広める教師及び教育機関は、柔軟かつ責任ある教育的決断に対して過剰な罪悪感を生み、独創的な教授法を抑制し、教師が積極的で現実的に対応できるバイリンガル・多言語が使いこなせる模範者として活躍することを阻害し、それによって外国語教育の進歩を妨害する。

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

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