scholarly journals Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions

2021 ◽  
Vol 03 (06) ◽  
pp. 118-122
Author(s):  
Tashmatova Gulnara Rafailovna ◽  
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Linguistic Diversity ◽  
Innovative Approach ◽  
Educational Institutions ◽  
Integrated Learning ◽  
Educational Approach ◽  
Theoretical Rationale ◽  
Approach To Learning ◽  
Educational Curriculum

The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely, not to teach each subject separately, but to integrate subjects with others.

scholarly journals Content and language integrated learning: reflections on a pilot module

2019 ◽  
Vol 23 ◽  
pp. 76-91
Author(s):  
Jennifer Bruen ◽  
Thomas Wagner
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
German Language ◽  
Integrated Learning ◽  
Educational Approach ◽  
Foreign Language Acquisition ◽  
Teaching Content ◽  
Practice Of Teaching

CLIL, or ‘Content and Language Integrated Learning’, is a term used to describe the practice of teaching content through a foreign language. It represents an educational approach which can embody a range of different methodologies and has, in recent years, been receiving increased attention in Europe, partially because efforts put into language teaching are not always reflected in the results achieved. This paper begins with a brief overview of developments in the field of foreign language acquisition and how these might relate to the notion of CLIL. It then goes on to describe the design, delivery, and evaluation of a module in German language for intermediate undergraduate students, which incorporates an element of CLIL

scholarly journals Creation of modern educational multilingual space on foreign language lessons in educational institutions: achievements and challenges

2021 ◽  
pp. 36-53
Author(s):  
Svitlana Bodnariuk ◽  
Mykhailo Bauer
Keyword(s):  
Foreign Language ◽  
Linguistic Diversity ◽  
Educational Institutions ◽  
Development Programs ◽  
Communicative Interaction ◽  
Education Programs ◽  
Education Development ◽  
Language Programs ◽  
Multilingual Education ◽  
International Projects

The article considers the points of multilingual education development in Ukraine, the results of All-Ukrainian experiment "Formation of multilingualism in children and students: progressive European ideas in the Ukrainian context", the challenges for linguists due to the successful development of multilingualism. Еducational institutions formed experimental long-term curricula for each age group, supplemented and adjusted them, choosing effective methods and forms of work during the process of implementing the experiment. It should be emphasized that multilingual education programs help to increase the competitiveness of students, give students the opportunity to participate in All-Ukrainian competitions, international projects. Students of experimental groups showed a higher level of cognitive development, language skills, communicative interaction in groups, learning the material of non-language subjects, empathy and tolerance for linguistic diversity. Different types of programs were analyzed due to the methods used in  multilingualism. The advantages of creating a multilingual educational space as a special educational environment, its role in the formation of world and national cultures have been carefully studied. As a conclusion, we can state that there is a certain pedagogical achievement in creating a multilingual space at foreign language lessons in Ukraine. It suits the world experience and requirements of pedagogy and teaching methods. There are various types of programs used in multilingualism techniques: transition programs, prestigious bilingual education programs, immersion programs, development programs, support programs, dual language programs. Their usage depends on the educational level of students and teachers.

scholarly journals The Colosseum in the film «Roman Holiday» (1953)

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Ganna Turchynova ◽  
◽  
Lyudmila Pet’ko ◽  
Valeria Grigoruk
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Innovative Approach ◽  
City Centre ◽  
Hollywood Film ◽  
Great Thing ◽  
World Cinema ◽  
Historic City

This article is dedicated to the Colosseum and a classic movie filmed in Rome "Roman Holiday” (1953, USA). It was the first Hollywood film to be filmed and processed entirely in Italy. The great thing about Rome is that not much changes in the historic city centre. The story is about princess Ann (played by Audrey Hepburn) who comes to Rome and slips out one evening from the Embassy, and an American journalist (Gregory Peck). Joe takes Ann around Rome for a "Grand Day Out" and we have loads of views of Rome, both the famous monuments and the streets, squares, and bridges. So when Audrey Hepburn surveys the Colosseum, she’s really surveying the Colosseum. In the film "Roman Holiday", Princess Ann holds on tight as they race through the roads past the famous Colosseum. The stars riding a Vespa made an iconic movie poster for the film, during an important era for Italian filmmaking. The authors of the article offer an innovative approach to the formation of a professionally oriented foreign language learning environment by studying the filming locations of the masterpiece of world cinema "Roman Holiday" (1953, USA), on the example of the Colosseum. It is a typical example copied throughout the empire: a highly decorative exterior, seats set over a network of barrel vaults, and underground rooms below the arena floor to hide people, animals and props until they were needed in the spectacles of the"Theatre of Death". Remembered the greatest English historian of all time Bede, Lord Byron’s poem"Child Harold's Pilgrimage", gladiators.

A good CLIL practice among European educational institutions

2018 ◽  
Vol 10 (1) ◽  
pp. 50
Author(s):  
Elena Kovacikova ◽  
Jana Luprichova
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Positive Impact ◽  
European Countries ◽  
Educational Institutions ◽  
Integrated Learning ◽  
Scientific Papers

Content and language integrated learning (CLIL) has been recognised in the educational platforms in many European countries. It provides a unique chance to combine foreign language competences and knowledge with the content of other subjects such as geography, arts, history, maths and many others. Despite the fact that professional and scientific papers provide a high number of evidence on a positive impact of CLIL lessons, the truth is that the less experienced countries face problems with CLIL implementation at their institutions due to many problems. This paper interprets the findings from the project Erasmus+ comprising primary and secondary schools, and their experience gained within the CLIL implementation in Latvia, Lithuania, Sweden and Italy. It also focuses on interpretations of the data collected through document analyses and observations concerning the CLIL lessons carried out in the above-mentioned European countries.   Keywords: CLIL, education, good CLIL practice.  

scholarly journals Students’ Perceptions of Content- and Language- Integrated Learning in Vietnam: A Survey Study

2021 ◽  
Vol 20 (12) ◽  
pp. 1-18
Author(s):  
Phuong-Bao-Tran Nguyen ◽  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Tertiary Education ◽  
Survey Study ◽  
Integrated Learning ◽  
Cross Sectional Survey ◽  
Educational Approach ◽  
Cross Sectional ◽  
Academic Courses ◽  
Integrated Programs

Content- and language-integrated learning (CLIL), an educational approach, in which the subject matter is taught in a foreign language. This has become popular in tertiary education. Many research studies have shown its benefits and discussed the favorable effects, especially with respect to L2 language gains. Yet, critical voices, also from the primary stakeholders, namely the students taking part in such integrated programs, have also been heard. In an effort to integrate into the international academic and scientific community, universities in Vietnam have also started to teach academic courses in English. The main objective of this cross-sectional survey study (N=104) was to explore Vietnamese students’ perceptions of such dual-training programs and to investigate to what extent they feel the program currently meets their needs. Our findings show that both lecturers and students are struggling in these courses, for one thing, because of insufficient levels of mastery of the English language; while for another reason, since courses cannot be characterized as courses in which disciplinary contents and the foreign language are taught in an integrated way. The way forward seems to be to educate the lecturers and the students well, before allowing them to participate in CLIL English courses. All these issues need to be considered in the context of local Vietnamese educational realities and traditions.

scholarly journals The Results of Experimental Approbation of the Content-Language Integrated Module Introduction For 6th Grade Students in English Lessons

2020 ◽  
pp. 19-24
Author(s):  
Oxana Mikhailovna Loksha ◽  
Elizaveta Olegovna Mikheeva
Keyword(s):  
Foreign Language ◽  
Synthesis Method ◽  
Educational Process ◽  
Educational Institutions ◽  
Integrated Learning ◽  
Analysis Method ◽  
Educational Module ◽  
Holistic View ◽  
Experiment Method ◽  
Pedagogical Literature

The article reveals the essence of one of the innovative forms of educational process organization in foreign language lessons – content-language integrated learning. The purpose of the study is the development and the approbation of the educational module based on this technology for 6th grade students in English lessons on the topics «Mathematics», «Biology», «Chemistry» and the search for ways to introduce it into the programs of secondary educational institutions. To achieve this goal, the following methods were used: structural analysis method (in order to identify the structure of lesson planning in the framework of content-language integrated learning); synthesis method (to characterize individual features of content-language integrated learning, to form a holistic view of it); comparative analysis, pedagogical experiment, method of concretization and generalization, systematization of the obtained data, as well as analysis of linguistic, scientific, methodological and pedagogical literature on the topic of research and methodological developments, manuals and materials of periodic publications. As a result, the advantages of using this technology in the modern educational process in secondary school were identified, they proved the feasibility and prospects of introducing this methodological model into the programs of secondary educational institutions, as well as the need to prepare future teachers for the development of teaching materials for content-language integrated lessons.

scholarly journals Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies

2019 ◽  
Vol 18 (6) ◽  
pp. 675-698 ◽  
Author(s):  
JA Goris ◽  
EJPG Denessen ◽  
LTW Verhoeven
Keyword(s):  
Foreign Language ◽  
Large Scale ◽  
Experimental Studies ◽  
Educational Innovation ◽  
Conclusive Evidence ◽  
European Countries ◽  
Added Value ◽  
Integrated Learning ◽  
Educational Approach ◽  
The Past

Content and language integrated learning (CLIL), an educational approach in which subject matter and a foreign language – predominantly English – are taught and learnt side by side, has developed into a very popular educational innovation in most European countries. A host of research studies have shown its benefits, and discuss favourable effects especially with respect to L2 gains. However, critical voices have underscored the fact that CLIL attracts or selects mainly high-achieving learners. Hence, the question arises whether it is justified to attribute improved L2 performance mainly to the CLIL intervention, or to favourable learner characteristics. Several reviews of literature were published in the past, but due to a lack of longitudinal findings no conclusive evidence about the added value of CLIL in the process of L2 learning could be produced. The present review aims to fill this void and has undertaken a search of two decades of longitudinal studies into the effects of CLIL on various linguistic skills in the field of English as a foreign language. The findings indicate that robust studies were undertaken in only a limited number of European countries, and that only a few of them were large scale. Yet, the conclusions provide clear indications regarding the contexts in which CLIL leads to significantly better L2 results.

scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING AT AN EARLY AGE: POSSIBILITIES AND LIMITATIONS

2014 ◽  
Vol 6 (2) ◽  
pp. 26-33
Author(s):  
Tilen Smajla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Small Scale ◽  
Integrated Learning ◽  
Educational Approach ◽  
Learning And Teaching ◽  
Language Class ◽  
Perceptions And Attitudes ◽  
Future Work

Content and Language Integrated Learning (CLIL) as an educational approach has a dual focus in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood and Marsh, 2010, p. 1; Criado and Sánches, 2012). The research focuses on early foreign language learning (EFLL) through CLIL. A small scale research has been carried out in year three in an elementary school analysing parents’ perceptions and attitudes regarding EFLL, the implementation of the CLIL approach, and wellbeing in class. The results were obtained by administering an anonymous questionnaire to parents of children in the aforementioned class and showed a high appreciation of the CLIL approach, further, the parents deem EFLL as a very important factor for the future work and study of their off-spring. In addition, the research showed the appreciation of parents for the wellbeing of their offspring in a foreign language class. The latter is of great importance, since it significantly lowers anxiety levels and boosts the learning impact. Key words: CLIL, EFLL, young learners, parents’ attitudes and perceptions, wellbeing.

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