THEORETICAL AND EMPIRICAL FOUNDATION FOR INTEGRATION OF LANGUAGE EDUCATION IN CLASSES OF OTHER DISCIPLINES

Daiva Jakavonytė-Staškuvienė

doi:10.12955/cbup.v4.811

Abstract

Recently, Lithuania and other European Union member states experienced a marked deterioration of pupils’ linguistic skills (especially reading and writing), according to data from the 2006 and 2011 Progress in International Reading Literacy Study. This article analyzes the possibilities of integrating the education of linguistic skills into classes of other disciplines, in terms of the planning and organization of integrated linguistic education, how to begin, and what to expect. To solve these issues, the experience of such matters in Switzerland was studied by analyzing the results of qualitative research.

Highlights

In considering languages and didactics, it is important to understand the concurrency of language policy and culture in dimensions of methodology, programs, and the pupils’ expected learning outcomes
Quality integrated language education is only possible with dialogism of cultures and a change in teaching and learning culture that are ensured by triangular methodology, targeted education programs, and embracing culture and its cognition in both local and global contexts
The research into bilingual education shows that such education determines the development of analytical skills, as the basis of education is designed from the discourse and interaction of education participants, the interaction between language teaching and discipline learning; the difficulties of bi- or multilingual interactions need consideration

Summary

Introduction

In considering languages and didactics, it is important to understand the concurrency of language policy and culture in dimensions of methodology, programs, and the pupils’ expected learning outcomes (knowledge and comprehension, skills, and value-based attitudes). The choice of multilingualism is clearly expressed by Maurer (2011), who wrote that since the 18th century until somewhat recently a person’s identity and identification papers were based on language and culture, whereas in today’s society, a person’s identity is related to the diversity of linguistic and cultural interaction and identification forms need to correspond While this provision is embedded in several documents of the Council of Europe, its implementation is reliant on the policy makers of individual countries. Multilingualism in Europe, in research terms, is understood, not as a “multitude of languages”, but as a consciousness, and the competence of knowing linguistic differences is related to the experience of learners This position encourages competence and qualification of multilingualism, referred to as the “Copernican Revolution” (Blanchet, 2007) or a revolution in education didactics where the cognition of cultures is underlined (Hagège 2005; Coste, 2008; Benaicha & Legros, 2009; Blanchet, 2010). A possible solution is compliance with a specific agreement containing clear examples, sharing advantageous experiences

Theories as the Basis for Integrated Language Education Didactics

The Development and Implementation of Integrated Language Didactics

Findings

Organization of Empirical Research