Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-069-8-14
O. Shcherbakova, S. Nikiforchuk
The purpose of the paper is to research, summarize and present the question of implementation of Content and Language Integrated Learning (CLIL) in the higher educational establishments of Ukraine. It is considered one of the most widespread and promising methods of teaching foreign languages. The effectiveness of the methodology is recognized in the European Union, and in some European countries CLIL goes to the level of the state educational program. The definition of CLIL, its goal, advantages and disadvantages are studied in the following paper. The obvious goal of CLIL is to provide students with a high level of foreign language proficiency in familiar conditions to a foreign environment, using the language as a means of subject studies and communication, one of the threads of CLIL is integrated language learning in professional activities, thus the article reflects the differences of CLIL from the other methods. The principles of studying the subject and language during the implementation of CLIL methodology in the process of foreign language education are presented by the authors. The use of CLIL methodology in different countries made it possible to determine its advantages, as well as certain problems of its implementation in the educational process. The question of the introduction of this methodology in higher educational establishments of Ukraine still remains open. The analysis of the methodology in the context of the chosen discipline, which is perceived as a practical course of learning a foreign language, is especially important for the research. Also the main objectives of CLIL methodology are distinguished in the given paper. The example of implementing CLIL methodology in practical lessons is introduced in the paper and advantages and disadvantages of using this methodology in higher educational establishments of Ukraine are described. The effectiveness of CLIL methodology is ensured by conducting lessons in modern forms of interaction between the teacher and the student, with the use of innovative educational technologies, and allows students to simultaneously study both the language and the professional subject. The conclusions are made on the basis of detailed research of CLIL implementation in European and Ukrainian universities.
{"title":"THE IMPLEMENTATION OF ENGLISH-MEDIUM INSTRUCTION IN UKRAINIAN HIGHER EDUCATION","authors":"O. Shcherbakova, S. Nikiforchuk","doi":"10.30525/978-9934-26-069-8-14","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-14","url":null,"abstract":"The purpose of the paper is to research, summarize and present the question of implementation of Content and Language Integrated Learning (CLIL) in the higher educational establishments of Ukraine. It is considered one of the most widespread and promising methods of teaching foreign languages. The effectiveness of the methodology is recognized in the European Union, and in some European countries CLIL goes to the level of the state educational program. The definition of CLIL, its goal, advantages and disadvantages are studied in the following paper. The obvious goal of CLIL is to provide students with a high level of foreign language proficiency in familiar conditions to a foreign environment, using the language as a means of subject studies and communication, one of the threads of CLIL is integrated language learning in professional activities, thus the article reflects the differences of CLIL from the other methods. The principles of studying the subject and language during the implementation of CLIL methodology in the process of foreign language education are presented by the authors. The use of CLIL methodology in different countries made it possible to determine its advantages, as well as certain problems of its implementation in the educational process. The question of the introduction of this methodology in higher educational establishments of Ukraine still remains open. The analysis of the methodology in the context of the chosen discipline, which is perceived as a practical course of learning a foreign language, is especially important for the research. Also the main objectives of CLIL methodology are distinguished in the given paper. The example of implementing CLIL methodology in practical lessons is introduced in the paper and advantages and disadvantages of using this methodology in higher educational establishments of Ukraine are described. The effectiveness of CLIL methodology is ensured by conducting lessons in modern forms of interaction between the teacher and the student, with the use of innovative educational technologies, and allows students to simultaneously study both the language and the professional subject. The conclusions are made on the basis of detailed research of CLIL implementation in European and Ukrainian universities.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133823470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-069-8-12
H. Sadova, Olena Rudychyk
The article analyzes and explains the influence of content and language integrated leaning (CLIL) on students motivation within the course “Listening comprehension and note-taking”. Basic CLIL features and core principles are analyzed. Special attention is drawn to David Marsh, Sylvén, Coyle whose works are devoted to CLIL and its foundation and implementation. Moreover, the comparison of content and language integrated learning with integrated education is made. Chronological stages of CLIL formation are highlighted. The authors show three models of CLIL implementation. They are hard (subject-led), soft (Language-led) and partial immersion (both the subject and language are equally important). Due to the features of language specialties soft CLIL model (language-led) is considered to be the most appropriate model within the course “Listening comprehension and note-taking”. Besides the content and language integrated learning approach, learners’ motivation and encouragement into the educational process are analyzed. In the conducted research the significant role of positive motivation is studied. Such features as authentic material, variety of assessment, task gradation (from simple to more complex and vice versa), the studied material are comsidered in the article. In addition, there is a comparison of L1 (native language) and L2 (foreign language) and how their use affect encouragement into educational process. It should be taken into account that the negotiation between L1 and L2 is different depending on content and language integrated learning or integrated education. As a practical part an introduction to a lesson (within the course “Listening comprehension and note-taking”) is taken. The lesson is based on the topic which has strong cross subject connections with Practical Phonetics. So, as students need to use their background knowledge and are supposed to develop not only communicative skills, the soft CLIL model is applied. Thus, the authors propose the introduction based on key principles of soft (language-led) content and language integrated learning. The final part of the article presents the results of the conducted research and future stages and strategies which may be conducted based on the conclusion. Moreover, it can be inferred that the use of content and language integrated learning has a positive impact on learners motivation and provides the formation of more sustainable skills.
{"title":"CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN THE “LISTENING COMPREHENSION AND NOTE-TAKING” COURSE AND ITS INFLUENCE ON LEARNERS MOTIVATION","authors":"H. Sadova, Olena Rudychyk","doi":"10.30525/978-9934-26-069-8-12","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-12","url":null,"abstract":"The article analyzes and explains the influence of content and language integrated leaning (CLIL) on students motivation within the course “Listening comprehension and note-taking”. Basic CLIL features and core principles are analyzed. Special attention is drawn to David Marsh, Sylvén, Coyle whose works are devoted to CLIL and its foundation and implementation. Moreover, the comparison of content and language integrated learning with integrated education is made. Chronological stages of CLIL formation are highlighted. The authors show three models of CLIL implementation. They are hard (subject-led), soft (Language-led) and partial immersion (both the subject and language are equally important). Due to the features of language specialties soft CLIL model (language-led) is considered to be the most appropriate model within the course “Listening comprehension and note-taking”. Besides the content and language integrated learning approach, learners’ motivation and encouragement into the educational process are analyzed. In the conducted research the significant role of positive motivation is studied. Such features as authentic material, variety of assessment, task gradation (from simple to more complex and vice versa), the studied material are comsidered in the article. In addition, there is a comparison of L1 (native language) and L2 (foreign language) and how their use affect encouragement into educational process. It should be taken into account that the negotiation between L1 and L2 is different depending on content and language integrated learning or integrated education. As a practical part an introduction to a lesson (within the course “Listening comprehension and note-taking”) is taken. The lesson is based on the topic which has strong cross subject connections with Practical Phonetics. So, as students need to use their background knowledge and are supposed to develop not only communicative skills, the soft CLIL model is applied. Thus, the authors propose the introduction based on key principles of soft (language-led) content and language integrated learning. The final part of the article presents the results of the conducted research and future stages and strategies which may be conducted based on the conclusion. Moreover, it can be inferred that the use of content and language integrated learning has a positive impact on learners motivation and provides the formation of more sustainable skills.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131533929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-069-8-3
O. Demianenko, Rymma Maiboroda
As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.
{"title":"EFFICIENCY OF PROFESSIONAL ACTIVITY OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF SIOP MODEL","authors":"O. Demianenko, Rymma Maiboroda","doi":"10.30525/978-9934-26-069-8-3","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-3","url":null,"abstract":"As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131999635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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