Elective language CLIL courses as a means of vocational guidance for students at the upper stage of basic general education

2021 ◽  
pp. 153-163
Author(s):  
Alexander A. Lyulyushin ◽  
Oksana I. Stepashkina
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Career Guidance ◽  
Learning Goals ◽  
Professional Activity ◽  
Special Role ◽  
Integrated Learning ◽  
School Students ◽  
Key Characteristics ◽  
Education Achievement

The development of students’ professional identity is one of the main goals of their education at the senior level of basic general secondary education. Achievement of this goal will largely help school students to make a choice of a direction of training or specialty at a university for higher education and upon completion of professional activity. In this case, in the context of specialized education at school, elective language courses aimed at immersion in the world of future professions by means of the studied language can play a special role. Content and language integrated learning is one of the innovative approaches for the domestic education system, which consists in the simultaneous study of a foreign language by students and mastering a specialized discipline or specialty. Elective language CLIL-courses, built on the model of integrated learning, are able to create didactic conditions for the simultaneous achievement of three learning goals: a) mastering by students of a foreign language; b) mastering the profile discipline by students; c) creating conditions for the professional self-determination of school students and their career guidance. We consider: a) the linguodidactic potential of language elective courses; b) describe the linguodidactic capabilities of content and language integrated learning; c) define and substantiate the key characteristics of an elective CLIL language course. These characteristics include: 1) a three-aspect learning goal; 2) CLIL-course should include thematic modules, revealing the features of one or different professions; 3) the system of problematic tasks and cases of a professional orientation should act as the methodological dominant of the CLIL course; 4) the use of a cluster approach to organizing and conducting a CLIL course; 5) teaching tandem in teaching CLIL-course. We describe in detail each of their key characteristics.

scholarly journals Automated system for career guidance testing in educational organizations

2019 ◽  
Vol 16 (3) ◽  
pp. 243-256 ◽  
Author(s):  
Evgeniya V Kusakina ◽  
Elena A Samarina ◽  
Yuri V Frolov
Keyword(s):  
General Education ◽  
Career Guidance ◽  
Educational Institution ◽  
Early Career ◽  
Automated System ◽  
Educational Institutions ◽  
Professional Activity ◽  
School Students ◽  
Professional Orientation ◽  
Conscious Choice

Problem and goals. In article the problem of carrying out professional orientation activity in the general education organizations is considered. The role of early career guidance for the conscious choice by graduates of schools of the future profession is shown. Need of use of the automated systems for conducting professional orientation testing of pupils for the purpose of determination of tendencies and interests in one or another field of professional activity is shown. Methodology. The research is directed to design and development of system “Psychodiagnostics of educational institution”, which allows to hold professional orientation testing in various options. Unlike the existing developments, the created system allows to carry out in a computer class and far off both group and individual testing. Results of testing for all the time of carrying out are kept in a system. The system gives an opportunity to carry out analytics of results of a research on various indicators and criteria. Results. Work has practical value for the educational institutions, which are engaged in career guidance of school students. Results of approbation of this system on the basis of Moscow State Budgetary Educational Institution “School No. 1357 ‘Na Bratislavskoi’ ” are shown. Conclusion. The system allowing to increase efficiency of professional orientation ac- tivity of the educational organization and to automate process of testing in various options with a possibility of analytics of results of testing is for the first time offered.

Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme

2019 ◽  
pp. 35-44
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Integrated Learning ◽  
Approaches To Teaching ◽  
The Subject ◽  
Vocal Art ◽  
Technology Of Production ◽  
Selection Of

Content and language integrated learning (CLIL) of foreign language and profile disciplines is currently one of the innovative approaches to teaching foreign language for professional communication to students of non-linguistic universities. However, this approach is not widely used in universities of the Russian Federation. One of the main problems of this lies in the objec-tive difficulties of a foreign language teacher to develop the content of teaching foreign language for professional communication so that it reflects the features of the future professional activity of graduates of the main professional educational programs. We see the solution of the existing problem in the selection of the subject content based on the principle of reliance actualization of interdisciplinary connection and intraprofile specialization of students. In the this work, we a) analyze three approaches to teaching foreign language to students of non-linguistic universities (English for specific purposes – ESP; English as a medium of instruction – EMI; content and language integrated learning of foreign language and subject area); b) consider studies on the selection of the subject content of teaching foreign language to students of “Jurisprudence”, “Gardening”, “Agricultural chemistry and soil science”, “Musical and Instrumental art”, “Vocal art” and “Art of folk singing” programmes; c) develop the content of teaching foreign language for professional communication to students of an agricultural university in the 35.03.07 – “Technology of production and processing of agricultural products” programme in three teaching profiles: “Expertise of quality and safety of agricultural products”, “Technology of production and processing of crop products” and “Technology of production and processing of livestock products”.

Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning

2019 ◽  
pp. 43-54
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Training Model ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Integrated Learning ◽  
The Subject ◽  
Technology Of Production

Content and language Integrated learning is one of the modern approaches to teaching a foreign language for professional communication to students of non-linguistic specialties. The im-plementation of the approach implies taking into account the specifics of each specific profile of training within the training direction when selecting the subject content of teaching a foreign lan-guage, as well as when choosing a system of exercises and assignments aimed at creating aspects of students' foreign-language professional communicative competence. The development of an appropriate teaching methodology will depend on the consideration of a number of psychological and pedagogical conditions, which are understood as a complex of interconnected possibilities of the educational environment aimed at quantitative or qualitative changes in personality characteristics. In the framework of this study, teaching foreign students professional communication in the “Technology for the production and processing of agricultural products” programme on the basis of an integrated content-language training model will be effective when taking into account the following psychological and pedagogical conditions: 1) motivation of students to study foreign language professional communication on the basis of an integrated content-learning model; 2) students have a foreign language level of B1 and above; 3) the competence of a foreign language teacher in a profile specialty; 4) taking into account the specifics of the learning profile when selecting the subject matter of teaching a foreign language for professional communication; 5) taking into account the specifics of professional activity in the development of a complex of educational communicative tasks. In this work, we substantiate and describe each of the conditions in detail.

scholarly journals The Characteristics of a Successful EFL Teacher in the Learners’ eyes

2017 ◽  
Vol 8 (1) ◽  
pp. 100
Author(s):  
Dr. Youssef MEZRIGUI
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Frame Of Reference ◽  
School Students ◽  
Efl Teacher ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Traditional Roles

There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students’ level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a large percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher is responsible for the issue, as well as what they personally think the key characteristics of a successful EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results.

scholarly journals PROFESSIONAL VALUE OF THE SCHOOL GREENHOUSE

InterConf ◽  
2021 ◽  
pp. 694-699
Author(s):  
Altyn Issokova ◽  
Zhaksibay Tleubayev
Keyword(s):  
General Education ◽  
Experimental Work ◽  
Professional Training ◽  
Professional Activity ◽  
Great Success ◽  
School Students ◽  
Labor Education ◽  
Younger Generation ◽  
Professional Value

The article deals with the professional activity of the greenhouse at school, about the greenhouse development. The greenhouse in the school is not only experimental work in biology lesson and for young naturalists, and is a center for the study of morphology and physiology of plants, and the greenhouse should also become a production laboratory for growing vegetables and crops. Labor education and professional training of the younger generation is an important component in the field of the general education at school. Students realize that in society through work can be achieve great success.

Problems Arising in the Course of Teaching Younger Schoolchildren with Different Levels of Academic Achievement, and Ways to Solve Them

2021 ◽  
pp. 3-9
Author(s):  
Natalya Vinogradova
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
General Education ◽  
Primary School ◽  
Professional Activity ◽  
Primary School Students ◽  
School Students ◽  
Education Development ◽  
School Subjects ◽  
Different Levels

The article presents the results of a study carried out in the laboratory of primary general education of the Institute of Education Development Strategy of the Russian Academy of Education, to determine the reasons for the difficulties that appear in younger schoolchildren in the process of mastering the content of elementary school subjects. Typical general didactic problems arising in the professional activity of a teacher and provoking mistakes and difficulties of the student are discussed. The groups of primary school students with different levels of success in educational activities are characterized, recommendations are given to the teacher on the organization of individually differentiated work, taking into account the level of success of each student.

Model of teaching the stylistic aspect of foreign language communication in the process of secondary general education

2021 ◽  
pp. 81-89
Author(s):  
Ekaterina L. Chernikova
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
General Education ◽  
Language Education ◽  
Theory And Practice ◽  
Theoretical Research ◽  
School Students ◽  
Theoretical Approaches ◽  
Language Communication

This study is devoted to the development of a model of teaching the stylistic aspect of foreign language communication in the process of secondary general education. The results of theoretical research and accumulated experience show that the stylistic aspect of foreign language communication plays a huge role in foreign language education at high school. However, students experience difficulties in applying stylistic techniques and tropes, which leads to a decrease in the quality of foreign language communication. This fact indicates the relevance of this study. The theoretical significance of the work lies in the development of the main theoretical approaches and principles that ensure the effectiveness of the proposed model implementation. The leading approaches are highlighted such as personal-activity, communicative, communicative-cognitive, socio-cultural and integrative. The main principles are the principle of scientific character, the prin-ciple of accessibility and feasibility, the principle of connection between theory and practice, the principle of systematicity and consistency, the principle of visibility, the principle of conscious and active participation. This study proposes a model of teaching the stylistic aspect of foreign language communication in the process of secondary general education based on a comparative analysis of stylistic means and functions in the native and foreign languages. The obtained results of the work can be used in the process of developing curricula and creating manuals for high school students.

scholarly journals Gamification as instrument of professional orientation for schoolchildren

2020 ◽  
pp. 22-28
Author(s):  
N.A. Spirina ◽  
◽  
S.A. Makovkina
Keyword(s):  
High School Students ◽  
Career Counseling ◽  
Career Guidance ◽  
Vocational Guidance ◽  
Professional Activity ◽  
Clear Understanding ◽  
School Students ◽  
Professional Self ◽  
High Degree ◽  
Live Action

Researched is the problem of new methods of vocational guidance of schoolchildren, because traditional forms lose their effectiveness and relevance. Such new method, as gamification, might ensure maximum involvement of participants in vocational guidance process, allow to “test” a particular profession in game created reality, and that will help to choose future career soundly. The purpose of this study is to justify relevance of incorporating gamification technology into career counseling activities and to develop practical recommendations on the use of live-action games to form psychological readiness of schoolchildren for professional self-determination. The use of gaming technologies and mechanic will allow the student to be immersed in created alternative reality, in what he gets the opportunity to feel like a specialist performing real labor function that gives a clear understanding of a certain professional activity. The authors substantiate the main advantages of gamification in career-oriented work, such as involvement, motivation, replayability and development of meta-subject skills (soft skills). The article offers three basic scenarios of live action games, as a career guidance activities for high school students, developed on the basis of the authorities’ specifics. The authors substantiate effectiveness of application of innovative methods in vocational guidance of schoolchildren. The scenarios proposed by the authors might be used for any professional activity, lend themselves to adaptation and modification, and not only increase effectiveness of career guidance measures due to the high degree of involvement of participants, but also develop meta-subject skills of senior classes’ schoolchildren.

Formation of foreign language grammatical competence among high school students

2019 ◽  
pp. 14-23
Author(s):  
Svetlana Elovskaya ◽  
Liudmila Karandeeva ◽  
Nadezhda Hausmann-Ushkova
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
General Education ◽  
Language Proficiency ◽  
Threshold Level ◽  
Federal State ◽  
School Students ◽  
Grammatical Competence ◽  
State Educational

We substantiate the need for the foreign language grammatical competence formation among high school students. We consider personal, meta-subject, subject results of mastering the main educational program “Foreign Language”, reflected in the Federal State Educational Standard of Secondary General Education, the European system of levels of foreign language proficiency. Based on the fact that the result of mastering the basic course of a foreign language is the achievement of a threshold level of proficiency in a foreign language, the main criteria (the speed of individual operations, the number of grammatical constructions used, variability, accuracy) and the levels of formation of foreign language grammatical competence among high school students were determined. We focus on a complex of grammar exercises and tasks aimed at the reproduction, combined with the substitution; the expansion of a speech sample, the transformation and the combination. The topic “Conditional sentences” was chosen for a more accurate description of the complex of exercises and tasks. It is one of the most difficult grammatical topics proposed for study at school. We prove that methodically competently organized work on the foreign language grammatical competence formation among high school students makes the process of teaching foreign language effective and creative.

scholarly journals Organizing Bilingual Biology Lessons to Develop English Skills in High School Students

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Tran Trung Hieu
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Publishing House ◽  
Ho Chi Minh City ◽  
Integrated Learning ◽  
School Students ◽  
Educational Method ◽  
Biology Teaching ◽  
National University

English is one of the most vital and necessary tools for people’s successes in many aspects of life. Therefore, building good ways to develop English skills in students is an urgent demand. Organizing English-Vietnamese bilingual lesson is interpreted as educational method in which a foreign language enrichment measure packaged into content teaching, so it is one of the effective ways to improve this skill for students. By investigating 457 students and 27 high school biology teachers in An Giang province, the study pointed out two issues of the reality of using English in biology teaching in high schools: (1) Teachers have rarely used English in teaching activities, (2) Students’ English ability has been really weak. The study has built up the processes of organizing an English-Vietnamese bilingual lesson. The paper demonstrated that high school students’ English ability and qualification has been improved by using these proposed processes. Keywords Bilingual biology lessons, bilingual teaching, English ability, biology teaching References Dinh Quang Bao & Nguyen Duc Thanh (1998). Theories of biology teaching. Vietnam Education Publishing House (in Vietnamese).Bonces, J. R., 2012. Content and language integrated learning (CLIL): Considerations in the Colombian context. Gist Education and Learning Research Journal, 6, 177-189.Dalton-Puffer, C., 2011. Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, Cambridge University Press, 31, 182–204.Dong Hai Nguyen, 2013. Bilingual education in Vietnam: Successes and challenges. Cambrigde Educational Leadership Seminar, Ho Chi Minh city. Retrieved from ttp://www.cambridgeassessment.org.uk/images/137032-dr-dong-hai-nguyen-presentation-slides-.pdfPhan Duc Duy, 1999. Trainning biology teaching skills for students based on studying pedagogy cases. Doctor thesis, Hanoi National University of Education, Hanoi, Vietnam, 34-57 (in Vietnamese).Hadisantosa, N., Huong, T. T. T., Johnstone, R., Keyuravong, S., & Lee, W., 2010. Learning through English: Policies, challenges and prospects (Insight from East Asia). Malaysia: British Council.Nguyen Van Hien, 2009. Developing the skills of applying information technology in organizing biology lessons in students. Doctor thesis, Hanoi National University of Education, Hanoi, Vietnam, 62-65 (in Vietnamese).Tran Trung Hieu, 2017. Organizing English-Vietnamese bilingual lessons in biology teaching in high school. Teacher of Vietnam Scientific Magazine, 123, 37-39 (in Vietnamese).Dao Thi Hoang Hoa, 2014. Teaching Chemistry through the medium of English using content and language integrated learning approach. Journal of Science, Ho Chi Minh city University of Education, 54 (in Vietnamese).Tran Ba Hoanh, 1993. Techniques of biology teaching. Vietnam Education Publishing House (in Vietnamese).Nguyen Tan Hung, 2010. Dual language instruction – The best way for the improvement of professional knowledge and foreign language competence. Journal of Science and Technology, Da Nang University, 2(37), 192-197 (in Vietnamese).Nha, T. T. V., & Burn, A., 2014. English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The journal of Asia TEFL, 11(3), 1-31.Thuong Nguyen, 2017. Vietnam national foreign language 2020 project after 9 years: A difficult stage. The Asian Conference on Education & International Development 2017, National Chengchi University, Taiwan.

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