IMPLEMENTATION OF THE METHODOLOGY OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN THE PROCESS OF TEACHING HISTORY OF THE ENGLISH LANGUAGE FOR FUTURE ENGLISH TEACHERS

The first part of this article shows that research in the history of technical communication has increased in quantity and sophistication over the last 20 years. Scholarship that describes how to teach with that information, however, has not followed, even though teaching the history of the field is a need recognized by several scholars. The article provides and defends four guidelines as a foundation to study ways to incorporate history into classroom lessons: 1) maintain a continued research interest in teaching history; 2) limit to technical rather than scientific discourse; 3) focus on English-language texts; and 4) focus on American texts, authors, and practices. The second part of the essay works within the guidelines to show a lesson that contrasts technical texts by Benjamin Franklin and Herbert Hoover. The lesson can help students see the difference in technical writing before and after the Industrial Revolution, a difference that mirrors their own transition from the university to the workforce.

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PENDAMPINGAN PEMBUATAN E-MODUL SIGIL SOFTWARE BERBASIS CONTENT LANGUAGE INTEGRATED LEARNING (CLIL) PADA PEMBELAJARAN BAHASA INGGRIS SMK DI KABUPATEN KARAWANG

SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan ◽

10.31764/jpmb.v5i1.6195 ◽

2021 ◽

Vol 5 (1) ◽

pp. 554

Author(s):

Nina Puspitaloka ◽

Zaenal Arifin ◽

Purwantoro Masbro

Keyword(s):

Community Service ◽

English Language ◽

English Teachers ◽

Integrated Learning ◽

Service Program ◽

Computer Laboratory ◽

Effective Form ◽

Questions And Answers ◽

Service Activity ◽

Technological Developments

ABSTRAKKemajuan teknologi membangun perubahan dalam berbagai bidang, khususnya dalam bidang pendidikan. Semua elemen dalam bidang tersebut dituntut untuk dapat memanfaatkan perkembangan teknologi, seperti hal nya guru yang harus mampu beralih dari penggunaan modul cetak ke modul elektronik (e-modul). Tujuan dari pelaksanaan program pengabdian masyarakat ini adalah untuk meningkatkan dan melatih keterampilan teknologi para guru bahasa Inggris SMK di Karawang. Kegiatan pengabdian kepada masyarakat ini dilakukan dengan memberikan pendampingan membuat e-modul interaktif berbasis Content Language Integrated Learning (CLIL) menggunakan Sigil Software kepada 15 orang guru Bahasa Inggris SMK di Karawang. Pendampingan pembuatan e-modul ini dilakukan dengan metode ceramah, tanya jawab, serta praktik pembuatan e-modul. Kegiatan ini dilaksanakan di laboratorium komputer SMK Saintek Nurul Muslimin. Hasil dari pelaksanaan kegiatan ini menunjukan bahwa program pengadian kepada masyarakat mampu meningkatkan kompetensi para guru bahasa Inggris dalam penguasaan materi dan pengajaran sesuai dengan jurusan bidang keahlian di sekolah. Selain itu, dapat memberikan manfaat yang sangat besar dan tepat sasaran bagi guru Bahasa Inggris. Bentuk pendampingan seperti ini merupakan bentuk yang sangat efektif untuk memberikan tambahan wawasan serta pengetahuan baru di bidang teknologi informasi di luar proses pembelajaran yang sekolah berikan untuk meningkatkan kualitas guru. Kata kunci: bahasa inggris; content language integrated learning (clil); e-modul; pendampingan; sigil software. ABSTRACTThe Advances in technology build changes in various fields, especially in the field of education. All elements in these fields can take advantage of technological developments, such as teachers who must be able to switch from using print modules to electronic modules (e-modules). This community service activity is carried out by providing assistance in the form of interactive e-modules based on Content Language Integrated Learning (CLIL) using Sigil Software to 15 English Vocational High School teachers in Karawang. Assistance in the manufacture of e-modules is carried out by means of lectures, questions and answers, and the practice of making e-modules. This activity was carried out in the computer laboratory of SMK Saintek Nurul Muslimin. The purpose of implementing this community service program is to improve and train the technology skills of vocational English teachers in Karawang. The results of the implementation of this activity show that the community service program is able to improve the competence of English teachers in mastering the material and teaching in accordance with the field of expertise at school. In addition, it can provide enormous and targeted benefits for English teachers. This form of assistance is a very effective form of providing additional insight and new knowledge in the field of technology outside of the learning process provided by schools to improve the quality of teachers. Keywords: assistance; e-modul; english language; content language integrated learning (clil); sigil software.

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The history of the English language and future English teachers

Studies in Early Modern English ◽

10.1515/9783110879599.371 ◽

2011 ◽

Author(s):

Viktor Schmetterer

Keyword(s):

English Language ◽

English Teachers ◽

History Of

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Implementation of methodology of content and language integrated learning (CLIL) in the process of teaching the History of the English language for future English teachers

Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences ◽

10.33310/2518-7813-2019-65-2-368-372 ◽

2019 ◽

Vol 65 (2) ◽

pp. 368-372

Author(s):

Iryna Shevchenko

Keyword(s):

English Language ◽

Teaching Practice ◽

Professional Activity ◽

Integrated Learning ◽

Higher Education System ◽

Contemporary World ◽

Transnational Companies ◽

History Of ◽

Mental Abilities ◽

Learning English

The primary purpose of Ukrainian higher education system is to create professional communicative competences of future philologists, i.e. the ability to solve communicative tasks in the sphere of their future professional activity. Many graduates aspire to work not only at secondary educational establishments, but also in big transnational companies, where the office language is English. Therefore, the increasing pressure of globalization changes our images of education, and good knowledge continues to provide the employment of future graduates. That is why learning English with the purpose of further development of future career is becoming extremely important. And the accent of learning the English language is being replaced to immediacy and clearness of communication. Decreasing class hours, giving a great amount of hours to individual work requires from teachers to change the traditional methodology of learning English and turn to contemporary world experience. CLIL methodology of studying the English language is becoming more widespread in the world teaching practice. The article is dedicated to the problem of implementation of content and language integrated learning (CLIL) in the process of teaching the History of the English language for the 4th year students of higher educational establishments of Ukraine. Advantages of the presented methodology are represented. The main advantages of CLIL methodology are encouraging to study the English language, the development of creative mental abilities of students, purposeful mastering of the History of the English language. The importance of the presented methodology is in the fact that learners acquire knowledge in the History of the English language which they will use in their future professional activity.

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Teaching History of the English Language: Some Socio-Cultural Aspects and Features of Competence-Based Approach

Journal of Sustainable Development ◽

10.5539/jsd.v8n5p225 ◽

2015 ◽

Vol 8 (5) ◽

Cited By ~ 1

Author(s):

Almira K. Garayeva

Keyword(s):

English Language ◽

Cultural Aspects ◽

Teaching History ◽

History Of

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The stages of integrated teaching of Ukrainian history to prospective history teacher by means of English

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

10.24195/2617-6688-2020-4-12 ◽

2020 ◽

Vol 2020 (4 (133)) ◽

pp. 93-100

Author(s):

Alla Kordonova

Keyword(s):

Higher Education ◽

Foreign Language ◽

English Language ◽

Education History ◽

History Teachers ◽

Professional Activities ◽

Didactic Literature ◽

Teaching History ◽

The Future ◽

History Of

The relevance of the study is stipulated by the requirements intended for prospective specialists in history, the separation of a particular competence dealing with the ability to communicate by means of a foreign language using the terminology adopted within the professional environment, to be more precise. The research aims to present the process of step-by-step integrated teaching of the history of Ukraine to the would-be History teachers by means of English. The following methods have been used to solve the tasks set in the study: theoretical – analysis of pedagogical, psychological, didactic literature on the problem under consideration, which allows further substantiation of the expediency of step-by-step integrated training of the would-be History teachers to improve professional activities by means of English; empirical – analysis of the Standard of Higher Education of Ukraine on the History of Ukraine, the current curriculum, educational programs in the discipline «Foreign Language for Professional Purposes» for students majoring in 014 Secondary education (History) to clarify the status of the problem in the practice of higher education of Ukraine. The process of gradual teaching of Ukrainian history to the would-be History teachers by means of English has been substantiated by the theoretical findings as follows: 1) integration of profession-related and foreign language speech competencies of the future History teachers is the basis for better performance of their professional duties; 2) under the integrated stages of teaching History by means of the English language, we understand certain stages of students’ development which have both linguistic and thematic content; 3) the stages of integrated teaching of the History of Ukraine to the future History teachers by means of English are introductory, language-oriented, education- and speech-centred, profession- and speech-related, final; 4) each stage has an integrated goal (language and subject), methodical actions for mastering professional content by means of English, and the result; 5) all the stages of the integrated learning are interconnected and interdependent both linguistically and in terms of their content.

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