«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
20
foreign languages in a variety of situations would enable people to participate
successfully in an increasingly international learning and work environment.
Consequently, it has become increasingly important to learn languages
effectively, with the purpose of learning in mind. Looking at the other side of
the coin, choosing the right teaching approach and the best method has become a
question of top priority for all teachers, as well as for all teacher training
students.
The
teaching
material,
entitled Content-Language
Integrated
Learning (CLIL) focuses on an internationally acknowledged and effective form
of teaching foreign languages, a method, which successfully combines content
and context with language learning. The theoretical principle in the background
of CLIL is the idea that language learning, when being used in meaningful
contexts, is highly successful. As a result, the CLIL method has been widely
used in many countries of the world.
Nunan, [5, 2003,] considers that the trend of using the English language as
a medium of instruction to teach specific subjects has gradually spread in the
last few decades Different approaches to this have been implemented and used
to deliver knowledge for learners around the world. Content and Language
Integrated Learning (CLIL) is one of the recent and more promising approaches.
It is like “an umbrella term” covering several educational approaches such as
CBI, immersion, bilingual education, multilingual education and others. CLIL
provides and offers the knowledge learnt from these approaches in a flexible
way.
CLIL aims at teaching both content and the target language. However,
there is no clear evidence whether it can or should offer a balance between
content and language proficiency. There are various views about the
implementation of CLIL in different contexts. Coyle et al [1,54] propose that
CLIL is appropriate to maximize learners’ language success. However, CLIL is
also about content not just language features. Therefore, the success of CLIL
should include both language success and subject content success
simultaneously.
The current curriculum requires the integration of subjects and educational
fields. Thus, it is necessary to blend and mutually enrich individual fields and
disciplines. The classic type of education, which prefers school subjects taught
separately, no longer corresponds with today's needs. One of the approaches
which stresses the above mentioned integration is an implementation of a
foreign language into teaching; the related method is called Content and
Language Integrated Learning (CLIL).
Different approaches in Bilingual education focus on the learners’
proficiency development. Learners acquire the abilities to learn from the second
language by ‘developing study skills’ [1, 48]. In addition, we totally agree with
«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
21
Coonan, who states that when the learners are engaged cognitively, they learn
languages more successfully.
Coyle et al [2, 15]noted that the use of CLIL improves students’
proficiency as they have been exposed to the target language in classes.
Accordingly, Dupuy demonstrated that CLIL has not only improved the target
language proficiency but also extended both first and second language
awareness. Moreover, Marsh (4,8) agrees that implementing CLIL synthesizes
language abilities rather than focusing on teachers’ performance, he also
distinguishes that the materials provide some linguistic features and register,
which improves students’ linguistic awareness.
According to Liubiniene [3, 91] CLIL helps to integrate students’ language
abilities. For this, our teaching experience and our knowledge share the fact that
these students are interested in all information related to their specialization.
This means that they may develop their skills in CLIL classes and can be
observed in their attitude in the class. As a consequence, it proofs the value of
developing certain skills using CLIL for the reason to improve their study skills,
which leads for a better proficiency.
Marsh [4, 20] assumes that CLIL programs can develop a feel good attitude
among students. This is clear when they achieve higher proficiency level
(regardless of how modest it eventually is) may have a positive effect on their
willingness to learn and develop their language competence. Research projects
conducted in various contexts have illustrated that the attitudes and motivation
to learn a second language can vary not only from language to language but
even within the same group of learners and also within different age groups
CLIL is an acronym for Content-Language Integrated Learning. It
describes an old-new approach to language teaching and learning, meaning that
language use is integrated into the teaching of ’content’, i.e. the teaching of
other (non-language) disciplines including maths, science, history, literature,
sports, arts and many more. Thus in CLIL schools several disciplines are taught
to learners through a foreign language, which is most often English. Teaching
can be done by the language teacher using cross-curricular content or the subject
teacher using the foreign language as the language of instruction. Both methods
result in the simultaneous learning of content and English, consequently, CLIL
has a dual focus. Even though there is much evidence that CLIL works, there are
limited methodological resources and practical guidance to enable teachers to
plan and teach with a multiple focus. The 4Cs-Framework [3, 206] offers a
sound theoretical and methodological foundation for planning CLIL lessons and
constructing materials because of its integrative nature. It is built on the
following principles:
Content: Content matter is not only about acquiring knowledge and skills,
it is about the learners creating their own knowledge and understanding and
developing skills (personalized learning);
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