Course Material Adaptation for Content and Language Integrated Learning

2020 ◽  
Author(s):  
Kántor Lászlóné
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
First Aid ◽  
Integrated Learning ◽  
The European Union ◽  
Material Development ◽  
Innovative Methods ◽  
Course Material ◽  
Ancient Times

Content and Language Integrated Learning (CLIL) – as a form of education when students learn non-language subjects in an additional language – had already existed in ancient times, but the term itself was adopted in 1994. The driving force behind its development in Europe was the birth of the European Union. If European citizens want to enjoy the benefits of an integrated Europe, they need to be able to communicate at least in one foreign language. According to the European Commission, CLIL is one of the innovative methods capable of improving the quality of language teaching. One of the obstacles to the general implementation of CLIL was initially the lack of appropriate teaching materials. It was examined whether there is adequate course material available for teaching first aid in English. The document analysis revealed that there is no suitable course material. A five-hour first aid course was held for Grade 8 students at three bilingual primary schools in Budapest. To do this, an introductory, a theoretical, a practical, a summary, and an assessment lesson were developed. This article presents the steps of course material development for Content and Language Integrated Learning and illustrates it with practical examples.

scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

scholarly journals THE MAIN SKILLS AND COMPETENCES OF MULTILINGUALISM IN THE CONTEXT OF THE EUROPEAN UNION

2010 ◽  
Vol 3 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Irena Vankevič
Keyword(s):  
European Union ◽  
Foreign Language ◽  
The European Union ◽  
Cultural Globalization ◽  
The World ◽  
Official Languages ◽  
Unity In Diversity ◽  
European Citizen ◽  
The Eu

The paper presents multilingualism and multiculturalism as one of the main aims of the European Union (EU) and deals with the issue of political and cultural globalization. More and more young people describe themselves as cosmopolites. Multiculturalism is especially noticeable in the sphere of languages. Languages are fundamental for Europeans wanting to work together. They go to the very heart of the unity in diversity of the EU. It is important to nurture and to promote our linguistic heritage in the Member States but we also need to understand each other, our neighbours, our partners in the EU. Speaking many languages makes businesses and citizens more competitive and more mobile. The EU policy of official multilingualism as a deliberate tool of government is unique in the world. The EU sees the use of its citizens’ languages as one of the factors which make it more transparent, more legitimate and more efficient. At the level of culture and of enhancing the quality of life, too, the EU works actively to promote the wider knowledge and use of all its official languages throughout the Union. The ability to speak foreign language and multiculturalism are inseparable parts of the EU integrations. There are certain skills and competences that a multilingual, multicultural European citizen must acquire in order to become a full‐fledged EU member. Pagrindiniai daugiakalbiškumo įgūdžiai ir kompetencijos Europos sąjungos kontekste Santrauka Straipsnyje parodomas daugiakalbiškumas ir daugiakultūriškumas kaip vienas iš pagrindinių Europos Sąjungos tikslų bei analizuojama politinės ir kultūrinės globalizacijos problema. Vis daugiau jaunų žmonių save apibūdina kosmopolitais. Daugiakultūriškumas ypač pastebimas kalbų srityje. Kalbos labai svarbios europiečiams, norintiems bendradarbiauti. Būtent kalbos sudaro Europos vientisumo ir skirtingumo ašį. Todėl visos Europos Sąjungos (ES) šalys narės privalo ne tik tausoti ir plėtoti savo kalbos paveldą, bet ir stengtis suprasti vienos kitas, savo kaimynes, ES partneres. Gebėjimas bendrauti keliomis kalbomis padeda plėtotis ne tik verslo sričiai, jis padeda ES piliečiams tapti konkurencingesniems ir mobilesniems. ES valdžios taikoma oficialaus daugiakultūriškumo politika – vienintelė pasaulyje. ES valstybinių kalbų vartojimą laiko vienu iš šalies skaidrumo, didesnio teisingumo ir produktyvumo veiksnių. Kultūros ir gyvenimo kokybės stiprinimo lygmeniu ES aktyviai dirba skatindama mokymąsi ir visų Sąjungos valstybinių kalbų vartojimą. Gebėjimas kalbėti keliomis kalbomis bei daugiakultūriškumas – neatsiejama eurointegracijos dalis. Yra tam tikrų gabumų ir kompetencijų, kurios privalomos daugiakultūriam, daugiakalbiam europiečiui, norinčiam tapti visaverčiu ES piliečiu.

scholarly journals PEMBELAJARAN INTEGRATIF DALAM MATAKULIAH MATERI DAN PEMBELAJARAN IPA SD DENGAN KONSEP DASAR IPA PADA MAHASISWA S1 PGSD UT SURABAYA

2017 ◽  
Vol 15 (1) ◽  
pp. 12-21
Author(s):  
Wuwuh Asrining Surasmi ◽  
Supardiyono Supardiyono
Keyword(s):  
Student Learning ◽  
Primary Schools ◽  
Elementary Science ◽  
Science Lesson ◽  
Learning Tools ◽  
Integrative Learning ◽  
Course Material ◽  
Basic Concepts ◽  
D Model

To improve the quality of science education in elementary first step is to improve the quality of teachers and prospective science teachers in primary schools, especially in teacher education institutions, one of which is in UT. This study aims to describe the first implementation model of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts in the S-1 student PGSD pokjar Tuban. Secondly to describe the effectiveness of the implementation of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts in improving the mastery of basic science concepts and the ability to plan student learning in the S-1 PGSD pokjar Tuban. Third to describe the influence of the implementation of integrative learning in the course material and tutorial activities Elementary Science Lesson with IPA Basic Concepts on learning achievement and course materials to students of elementary Science Lesson S-1 PGSD Pokjar Tuban. This research is the development of learning tools such as: Design Activity Tutorial (RAT), Unit Events Tutorial (SAT), Draft Evaluation (RE), and the Student Worksheet (MFI). Software development refers to the four D model proposed by Thiagarajan and Semmel (1974:6). Learning tools developed quite fit for use, can improve the ability to make lesson plans and student learning outcomes. Untuk meningkatkan kualitas pendidikan IPA di SD langkah pertama yang dilakukan adalah meningkatkan kualitas guru dan calon guru IPA di SD, khususnya di lembaga pendidikan guru, salah satunya adalah di UT. Penelitian ini bertujuan untuk pertama mendeskripsikan model implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA pada mahasiswa S-1 PGSD pokjar Kabupaten Tuban. Kedua untuk mendeskripsikan efektifitas implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA dalam meningkatkan penguasaan konsep dasar IPA dan kemampuan membuat perencanaan pembelajaran pada mahasiswa S-1 PGSD pokjar Kabupaten Tuban. Ketiga untuk mendeskripsikan besar pengaruh implementasi pembelajaran integratif dalam kegiatan tutorial matakuliah Materi dan Pembelajaran IPA SD dengan Konsep Dasar IPA terhadap prestasi belajar matakuliah Materi dan Pembelajaran IPA SD pada mahasiswa S-1 PGSD Pokjar Kabupaten Tuban. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran yang berupa: Rancangan Aktivitas Tutorial (RAT), Satuan Acara Tutorial (SAT), Rancangan Evaluasi (RE), dan Lembar Kerja Mahasiswa (LKM). Pengembangan perangkat mengacu pada four D model yang dikemukakan oleh Thiagarajan dan Semmel (1974:6). Perangkat pembelajaran yang dikembangkan cukup layak digunakan, dapat meningkatkan kemampuan membuat RPP dan hasil belajar mahasiswa.  

scholarly journals The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time

2021 ◽  
pp. 173-191
Author(s):  
Marta Segura ◽  
Helena Roquet ◽  
Carmen Pérez-Vidal
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Target Language ◽  
Integrated Learning ◽  
Older Students ◽  
Efl Learners ◽  
The Past ◽  
Learning Contexts ◽  
Student Proficiency

In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.

CONTENT AND LANGUAGE INTEGRATED LEARNING IN TASKS OF PROGRAMMING BY CHILDREN

2020 ◽  
Author(s):  
Davlatyor Mengliev
Keyword(s):  
Foreign Language ◽  
Integrated Learning ◽  
Combined Approach ◽  
Quality Of Learning

Content-language integrated learning (CLIL) is becoming anincreasingly popular learning format today, this combined approach can greatly savelearning time, while not lowering the quality of learning. At the same time, there areno age restrictions in this approach; it can be applied to both the children's audienceand the young and adult generations. This will be discussed in this work, the authorof the work will propose a combined format for learning a foreign language andprogramming.

scholarly journals The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils

2020 ◽  
Vol 3 (3) ◽  
pp. 265-285
Author(s):  
Rebecca Weicht ◽  
Irina Ivanova ◽  
Ourania Gikopoulou
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Teaching Methodology ◽  
The European Union ◽  
Flexible Tool ◽  
Skill Sets ◽  
Entrepreneurial Skills

Abstract In recent years, a consensus has grown across the European Union that the acquisition of transversal skills—including foreign language and entrepreneurial skills—is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity-based, pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers’ feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students’ knowledge and skills. The observed results provide evidence of increased pupil interest and involvement, successful acquisition of foreign language and communication skills (accuracy and fluency in speaking, vocabulary development, ability to express opinions and ideas, answer questions and understand instructions) and emerging entrepreneurial skills such as self-efficacy, creativity, valuing ideas, taking initiatives, planning and management, and working with others.

scholarly journals THE SURVEY OF NORTH BALI PRIMARY SCHOOL STUDENTS’ ATTITUDE TOWARD EFL

2020 ◽  
Vol 8 (1) ◽  
pp. 44-52
Author(s):  
Tia Dwi Pradipta
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Primary Students ◽  
Survey Method ◽  
Survey Questionnaire ◽  
Primary School Students ◽  
School Students ◽  
Quantitative Design

This study aimed for investigating the primary students attitude toward EFL . The  study employed a quantitative design in which the data were collected by means of a survey method. The context of the study was in one of primary schools in North Bali. The survey questionnaire was developed based on Wutz and Wedwick (2005) which shows the aspects of attitude. It can was found out that the primary students’ demonstrate moderate attitude toward EFL. They were neither notably motivated nor unmotivated in learning English as a Foreign Language at school. This needs further studies to explore factors that could improve the quality of EFL classes in primary schools

scholarly journals THE INFLUENCE OF THE EUROPEAN UNION MULTILINGUALISM POLICY ON THE TRAINING OF FOREIGN LANGUAGE TEACHERS IN ROMANIAN UNIVERSITIES

2019 ◽  
Vol 1 (16) ◽  
pp. 75-80
Author(s):  
Larisa Koroliova
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Linguistic Diversity ◽  
Language Education ◽  
Language Teachers ◽  
European Countries ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.

scholarly journals The younger, the better?: A usage-based approach to learning and teaching of English in Danish primary schools

2018 ◽  
Vol 6 (1) ◽  
pp. 171-182 ◽  
Author(s):  
Teresa Cadierno ◽  
Søren W. Eskildsen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Primary Schools ◽  
English Language ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Affective Factors ◽  
The Impact

AbstractThis project investigates early learning and teaching of English in Danish primary schools. Encouraged by recent calls for research to apply a complex multifactor research design to investigate early foreign language (FL) learning (Edelenbos & Kubanek 2009; Lindgren & Muñoz 2013), the project investigates the impact of starting age of learning, i.e., the age factor, and a range of contextual factors (the quantity and quality of exposure to English inside and outside the classroom) and socio-affective factors (children’s motivation and attitudes towards learning, and parents’ education, (perceived) proficiency in the FL, their attitudes towards language learning, and their use of the foreign language professionally) in children’s rate of L2 learning and short-term English language proficiency.

scholarly journals Foreign Language (FL) Teaching and Learning in Primary Schools in Europe: Beliefs and Realities

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Maria Kihlstedt
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Involvement ◽  
Foreign Languages ◽  
The European Union ◽  
Young Learners ◽  
Unrealistic Expectations ◽  
Time Of Instruction

ince 2001, theCommon European Reference Framework for Languages(CEFR) is the main reference for teachers of foreign languages in Europe. However, difficulties of applying the CEFR and attaining the expected learning outcomes in the FL have been witnessed among teachers, especially as regards young learners. This paper aims at examining the underpinnings that lie behind the policy of foreign languages for young learners in the European Union. Focus will be on primary schools, starting ages and time of instruction. An illustration of the “unrealistic” expectations of learning outcomes with the CEFR will be given, considering empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions, such as CLIL (Content and Language Integrated Learning), teacher involvement and technology-mediated TBLT (Task-based Language Teaching) will also be discussed.

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