«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
22
Cognition: Content is related to learning and thinking (cognition). To
enable the learners to create their own interpretation of content, it must be
analyzed for its linguistic demands; thinking processes (cognition) need to be
analyzed in terms of their linguistic demands;
Communication: Language needs to be learned which is related to the
learning context, learning through that language, reconstructing the content and
its related cognitive processes. This language needs to be transparent and
accessible; interaction in the learning context is fundamental to learning. This
has implications when the learning context operates through the medium of a
foreign language;
Culture: The relationship between cultures and languages is complex.
Intercultural awareness is fundamental to CLIL. Its rightful place is at the
core of CLIL.
To make sure those students successfully deal with authentic materials and
that as much
input as possible can become
intake, it is essential for students to
receive ample support. They need scaffolding2 to help them cope with language
input of all sorts. The quantity and intensity of scaffolding can be reduced as
students’ language skills advance. Scaffolding serves several purposes:
1. It reduces the cognitive and linguistic load of the content/input (=
input-
scaffolding) which means that scaffolding helps students understand the content
and language of any given material.
2. It enables students to accomplish a given task through appropriate,
supportive structuring.
3. Scaffolding also supports language production (=
pushed output) by
providing phrases, subject-specific vocabulary and collocations needed to
complete assignments. It helps students to verbalize their thoughts appropriate to
the subject manner. In other words, scaffolding done right will boost students’
cognitive academic language proficiency (
CALP).
With the scarcity of good teaching materials or textbooks in most countries,
CLIL teachers depend on authentic materials. Since these materials are not
created with the needs of foreign language learners in mind, these materials
contain more lexical items than the students are familiar with, certainly more so
than contemporary EFL textbooks.
That does not mean, however, that each of those words has got to be
introduced to the class or that texts containing unfamiliar words are not suitable
for CLIL classrooms. Clearly, this is not the case: the skill to infer the meaning
of new words from the context or to find out which passages of a text are
relevant for a specific task is of great practical importance and needs to be
wellhoned.
Students need to lose their fear of unknown words and structures.
Questions and tasks have to be designed in such a way that students can easily
understand the gist of what is being said even though they do not have complete
«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
23
understanding of the text. Nothing succeeds like success! We need to focus on
what students can understand, help them express their thoughts appropriately,
and give them reasons to be proud of their progress instead of discouraging their
natural curiosity and their desire to learn. In order to help our learners construct
their own learning, they need to be taught how to learn efficiently. Learning
skills and strategies, and that especially goes for subject specific study skills like
working with maps, diagrams or pictures, must be practised continually and
become an integral part of every CLIL lesson. They are the pillars of CLIL
learning and their potential for promoting language as well as higher order and
critical thinking skills has long been neglected.
The 4Cs-Framework offers a sound pedagogical and methodological base
for truly sustainable CLIL teaching and learning. The quality principles and
introduced in this article are intended to help CLIL teachers enrich their lessons
and materials in the support it provides to build and strenghten connections
between different subjects/topics/units by focusing on study skills and literacies.
It has the potential to change the way we think about curriculum planning and
the way we structure formal learning in the future.
REFERENCES:
1.
Coyle, Do (1999): Supporting Students in Content and Language
Integrated Contexts: Planning for Effective Classrooms. In: Masih, John (ed.):
Learning Through a Foreign Language – Models, Methods and Outcomes.
London: Centre for Information on Language Teaching and Research (CILT),
46-62.
2.
Coyle, Do (2006): Content and Language Integrated Learning –
Motivating Learners and Teachers. In:
The Scottish Language Review 13, 1-18.
3.
Liubiniene, V. (2009). Developing Listening Skills in CLIL. Studies
about Languages,
15(15),89-93.
4.
Marsh, David/Wolff, Dieter (2007):
Diverse Contexts – Converging
Goals. CLIL in Europe. Frankfurt/M.: Lang
5.
Nunan, D. (2003). The impact of English as a global language on
educational policies and practices in the Asia-Pacific region,
TESOL Quarterly,
37, 589-613.
6.
Richards, J.C., Rodgers, T.S. (2001).
Approaches and Methods in
Language Teaching. 2nd ed.Cambridge: Cambridge
Univeristy Press
