Content And Language Integrated Learning Methodology Research Articles

Team Teaching and CLIL Methodology

This paper investigates team teaching within the CLIL (Content and Language Integrated Learning) methodology in lower secondary education in Italy, focusing on the collaboration between language and content subject teachers in designing and implementing CLIL pathways.The discussion begins with an overview of the CLIL methodology’s emergence in the plurilingual and pluricultural European context, with particular attention to its application in Italian schools.Next, the paper focuses on the training of CLIL teachers in Italy and on the collaboration between language teacher and subject teacher, forming the so-called team teaching CLIL.An illustrative example of a CLIL module, co-developed by English, Art, and History teachers, from an Italian lower secondary school, is provided, and the opinions of the teachers involved, gathered through interviews, are briefly presented regarding the educational pathway undertaken. These reflections offer insights into the educational process and the challenges encountered.The paper concludes by deriving methodological recommendations for CLIL teacher training, emphasizing the importance of effective collaboration between content and language teachers for the successful implementation of CLIL methodology.

Content and language integrated learning in Kazakhstan

This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in Kazakhstan. A total of 26 studies were selected, including journal articles and master’s theses. The selected studies were thematically analyzed to identify key aspects and shared aspects. Three main thematically organized areas for CLIL research emerged from the reviewed studies: (1) Dominant perceptions and beliefs about CLIL, (2) Positive outcomes and challenges in CLIL, and (3) CLIL pedagogy and methodology. The majority of the reviewed studies primarily focused on students’ English language skills, investigated the affective and cognitive experience of CLIL, and addressed challenges, practices, and concerns related to CLIL. These themes capture the current landscape of CLIL research in Kazakhstan and contribute to a more holistic understanding of CLIL’s impact on language acquisition and educational practices, thereby informing approaches to language education in Kazakhstan’s trilingual education system.

CLIL Methodology as an Educational Approach to Support Productive Skills for EFL

The process of teaching and learning English as a foreign language needs improvement, and this study aims to address the effectiveness of CLIL in the educational context. The main objective is to gather relevant bibliographic information to verify whether the use of the CLIL methodology can have a positive impact on the productive skills of young learners of English as a foreign language. To achieve this, an in-depth examination of previous studies, general information, the advantages of the CLIL methodology, and its potential contribution to improving oral and writing communication skills is required. It is worth noting that there is a shortage of relevant literature and research on this particular topic in some South American countries, unlike other countries. Furthermore, the present research involved the collection and analysis of existing studies, which lends credibility to the findings. In particular, some aspects of Content and Language Integrated Learning (CLIL) have not been widely applied or known by teachers and students in South American educational institutions. As a result, there are many weaknesses in the implementation of the CLIL methodology that do not effectively contribute to students' improvement and acquisition of language learning. The most relevant conclusion shows that the CLIL methodology is applied and contributes to the improvement of the English language, but unfortunately, there is not much information from research work on the contribution of CLIL to the productive skills of the foreign language.

CLIL METHODOLOGY IN UKRAINIAN PEDAGOGICAL UNIVERSITIES: CHALLENGES AND BENEFITS

The article highlights the implementation of the Content and Language Integrated Learning (CLIL) methodology in higher educational establishments in Ukraine. The concept of CLIL is clarified, and scholars’ perspectives on the advantages of using content and language integrated learning in foreign language study are presented. CLIL has been identified as the most promising approach due to its integration of both professional and language training, combining subject-specific teaching tools with language instruction. The work emphasizes the necessity of CLIL implementation as a response to the growing demand for foreign language proficiency within the constraints of limited learning hours in pedagogical universities of Ukraine. The research investigates the challenges faced by educators in integrating CLIL into the existing language and pedagogical curriculum. The author examines the benefits and opportunities that CLIL offers for language learning and subject knowledge acquisition. It is revealed the significance of language proficiency and teacher training for successful CLIL implementation. The article points out the impact of CLIL on students’ motivation and engagement in the learning process. The author focuses on the role of CLIL in developing students’ critical thinking, problem-solving and teamwork skills. The main advantages of CLIL methodology include fostering motivation to learn a foreign language, enhancing learners’ creative mental abilities, and purposeful mastering of lexical units. The study also identifies potential barriers hindering CLIL integration. The strategies to address these challenges and enhance CLIL effectiveness in higher educational establishments are proposed. Overall, this research sheds light on the potential of CLIL to transform language teaching and subject learning in Ukrainian pedagogical universities while highlighting the need for appropriate support and preparation for educators and learners. The significance of content and language integrated learning lies in students gaining knowledge in various subjects that they can apply in their future professional activity. Keywords: content and language integrated learning, motivation, foreign language proficiency, subject knowledge acquisition, higher education.

Cognitive research in pedagogy: conceptual metaphor in CLIL-economics

The paper analyses a prominent topic of current research into implementing cognitive findings in pedagogy. The study pursues a threefold purpose. It aims to review research literature on the instructional application of cognitive research in general and Conceptual Metaphor Theory (CMT) in particular. Conceptual metaphor investigation is a broad strand of cognitive research that has promised to discover new insights in methodological approaches applicable to different specialist subjects including economics known for ubiquitous use of metaphors. The second focus of this study is to review research papers on the use of cognitive findings including Conceptual Metaphor Theory (CMT) in Content and Language Integrated Learning (CLIL) which names cognition as one of its key components indispensable for content and language coordination. The paper aims to ascertain whether conceptual metaphor research plays any role in CLIL pedagogy and whether the pedagogical potential of language and theory-constitutive metaphors is used in CLIL-economics instruction. This study finds that conceptual metaphor as a property of both language and thought ensuring the convergence of learning economic language and content has not yet been translated to CLIL practice despite its great potential. Thirdly, the paper looks into the pedagogical implications of CMT findings in CLIL-economics. The paper argues that conceptual metaphor agrees with the tenets of integrated economic language and content learning. A cognitive interface between metaphor-based economic language and content which ensures their integration in CLIL methodology is postulated. Some steps in applying a metaphor-based approach in CLIL-economics are suggested.

THE METHODOLOGY OF CONTENT AND LANGUAGE INTEGRATED LEARNING IN THE PROCESS OF TEACHING THE COURSE “PRACTICAL COURSE OF THE ENGLISH LANGUAGE”

The article is devoted to the implementation of the method of content and language integrated learning (CLIL) in the process of teaching the discipline “Practical course of the English language” for students of the 2nd year of the specialty 014 Secondary education. Language and literature (English). Perfect knowledge of a foreign language has the greatest importance in today's globalization. Accordingly, special attention is paid at the present stage to the CLIL technique known in the world and actively used for effective foreign language learning. The purpose of the paper is to highlight the main advantages of using the CLIL methodology in teaching the students of the philological faculties of higher educational establishments of Ukraine. Here we give examples of tasks that can be used by teachers during students' study of the topic “Personality” for the purpose of assimilating vocabulary material, preparing students for discussion of the studied material and independent expression on the studied topic. The research emphasizes that the use of the CLIL methodology increases the motivation of students to learn English, promotes the development of their mental abilities, purposeful acquisition of lexical units, which will be used in their future professional activities.

Последипломное развитие компетенций преподавателей CLIL

Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application often relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation. Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community. Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.

Research and training in CLIL times: Meeting practitioners’ needs

The widespread implementation of content and language integrated learning (CLIL) across school settings in Europe as an innovative and effective means of improving Foreign Language learning and teaching, has triggered a profusion of academic research on its tenets and rewards. The focus has been on theoretical discussions of CLIL’s ins and outs and few empirical studies on key players’ views regarding its efficacy. A consistent outcome of the latter has been the call made by CLIL practitioners for more guidance in the practical application of this approach. The goal of this study is to encourage a shift of focus from the theoretically-based discussion of this approach to one centred on its practical application. This study is a discussion paper that intends to encourage discussion and research on teacher training to better tackle the methodological concerns of those teachers in CLIL practice. This study concludes that, as a reality, CLIL methodology exists and is not merely a theory. Keywords: CLIL, methodology, practitioners, teacher training

Анализ некоторых «модных» познавательных стратегий в педагогике высшей школы

Relevance. Intellectual fashion plays an important role in determining the principles of organizing cognitive space in the practice of teaching the younger generation. The problem of choosing a cognitive strategy is key to the implementation of personal development within the framework of any educational model. A critical analysis of popular cognitive strategies enjoying increased attention from the scientific community is relevant, since the adherence of researchers to pedagogical fashion distracts methodologists from solving truly significant problems. The purpose of the study is a critical assessment of two phenomena of pedagogical fashion: the “flipped classroom” and content and language integrated learning (CLIL). Research methods. Based on a theoretical analysis of scientific literature and systematization of existing methodological concepts, the correct methodological conditions for the implementation of these pedagogical strategies in a modern university are identified and justified. Research results. It has been revealed that the name “flipped classroom” referring to the popular model of advanced independent students’ work is terminologically incompatible with the formal style of Russian scientific discourse. The idea that the effective use of modern digital resources in the university educational process should be associated only with this model is also subject to critical rethinking. The CLIL methodology used in teaching foreign languages should provide a dual focus in teaching, combining simultaneous mastery of both the subject and a foreign language within one basic discipline. Many CLIL proponents consider it a central phenomenon in teaching foreign languages, but consider it superficially, ignoring the differences between the methodologies of CLIL vs ESP (English for Specific Purposes) as well as CLIL vs EMI (English as Medium of Instruction). Conclusions. It is more correct to consider the “flipped classroom” strategy as advanced independent students’ work or reverse learning as a form of blended learning. The review of Russian studies devoted to CLIL allows us to negatively assess the CLIL centralization trend without proper taking into account its differences from the ESP and EMI methodologies.

Putting CLIL into practice in different educational contexts; Italy, Spain, Turkey, and the Czech Republic

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL serves perfectly for the European aim of being ‘plurilingual’ to create a common future through a mutual understanding with the European citizens, who are able to speak at least two European languages capable enough to communicate and switch between languages, in addition to their mother tongue. This paper represents a comparative study of the differences in implementing CLIL methodology at the various national levels among one non-European, and three European countries, namely Italy, Spain, the Czech Republic, and Turkey. Not only does it tend to reveal the diversity of approaches towards CLIL as a popular method to teach and learn the content through a second language, but also it offers an insight into the legislation policies of these countries and their interest to promote CLIL as a national tool in supporting language learning to become a multicultural society. The aim of the study is to bring answers to the following questions (1) Is CLIL used at all levels of education? (2) Is it compulsory or voluntary to implement CLIL at schools? (3) Are these schools private or public? and last but not least (4) If the schools themselves can decide to implement CLIL or if they need approval from a higher authority. All four countries record an increase in the popularity of CLIL methodology in teaching and learning foreign languages, however as this paper demonstrates, levels and forms of implementation differ. The question for further investigation poses itself and sounds, “Is it a consequence of legislative support?”.

Attention to Diversity in a Spanish CLIL Classroom: Teachers’ Perceptions

Content and Language Integrated Learning (CLIL) is taking on bilingual education in the 21st century. In this particular context, Spain, this approach has firmly taken hold. Due to mainstreaming, or the move to entirely bilingual schools, diversity has been put at the forefront of research. Charged with bolstering language learning competences in Spain, a country with notoriously poor foreign language competence and an unbalanced tradition with bilingual education, CLIL has now risen to meet the challenge to cater to the wide spectrum of students and foment access to high quality, functional language education. Thus, analyzing the perceptions of those implementing these classes, the teachers, is critical to gauge how the CLIL methodology is working with all types of students. Through the use of ADiBE protocol and instruments, this study explores six teachers’ perceptions at the secondary education level in Andalusia through the use of questionnaires, one-on-one interviews, and classroom observations. The results show how diversity is being attended to by teachers in this particular context, while simultaneously casting light on the obstacles and limitations that are still in need of addressing.

Exploring the Implementation of CLIL in an EFL Virtual Learning Environment

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students’ listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.

Idatzizko trebetasuna testuinguru soziolinguistiko desberdinetako CLIL eta ez-CLIL ikasgeletan

The use of CLIL (Content and Language Integrated Learning) as a tool to improve the level of English has increased substantially, in the Basque Country as well. However, the Basque Country already has an immersion model to secure the survival of its minority language (Basque) and the aim of this work is to investigate the effects that CLIL can have in students’ writing ability who follow this educational model. For this purpose, 138 instruction texts from secondary education students have been collected in the three languages present in the curriculum. The texts have been analysed using ESLCP (Jacobs et al., 1981) and the results show the following: (i) the students who follow CLIL methodology have achieved better results than the non-CLIL group, (ii) the sociolinguistic context can have an effect in the results of CLIL, (iii) it appears that CLIL does not have negative effects in the other two languages of the curriculum and (iv) it seems that there some kind of cognitive academic transfer among the writings of the subjects. • Key words: CLIL, writing skills, sociolinguistic context, multilingual contexts, minority languages. * Irakaslea.

The effect of implementing CLIL on subject learning in the context of business English

This paper aims to outline the effect of implementing Content and Language Integrated Learning (CLIL) approach in teaching Business English through task-based practice. This includes gap-filling exercises, words in context activities, reading comprehension of ESP texts, translation of specialized terms, and oral presentation rubric. Students were divided into a CLIL and a Non-CLIL group. The aim was to assess students’ speaking skills in terms of acquisition of subject-specific profession-related terms depending on the used approach. The obtained qualitative data revealed higher progress of the students in the CLIL group. The results support the importance of CLIL methodology as a relatively new and more effective approach for an overall improvement of language skills and more specifically for the development of communicative competence in terms of teaching Business English terminology and ESP as an important part of preparation for problem solving in real-life situations enhancing future career opportunities.

Teaching the CLIL technology to rising IT teachers

ABSTRACT The study is devoted to the definition of educational effects of introducing the Content and Language Integrated Learning (CLIL) technology in master's programs. A pedagogical model of teaching the CLIL methodology is described; the development of the “CLIL for IT teachers” course is based on it. An experiment that involved 62 graduate students was carried out. The following mobile applications were used in the development of the CLIL course for IT Teachers: FluentU: Language Learning App, Basic Computer Fundamental, Learn computer in 30 days, Computer Basic Course, Online courses from HowTech, Computer Dictionary English, Learn Word, Excel & PowerPoint. The effective synergy of the model's elements made it possible to simulate a high-quality learning environment that promoted targeted learning, social educational cooperation, and creative expression of students, while spontaneously forming an English-speaking communication competence adaptive to different business scenarios. During the participation in the educational experiment, students not only developed a personal educational product – Fundamentals of Informatics – but also significantly improved their English professional communication competence. The described experience can be of interest to educators who are in search of effective pedagogical technologies and digital tools that improve the quality of their professional activities.

Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

CLIL В РОССИЙСКОМ ВЫСШЕМ ОБРАЗОВАНИИ: КОПИРОВАНИЕ ЗАРУБЕЖНОГО ОПЫТА ИЛИ ЕГО АДАПТАЦИЯ ПОД РОССИЙСКИЕ РЕАЛИИ

The paper analyzes CLIL (Content and Language Integrated Learning) as a teaching method contributing to training competitive specialists in demand both in the Russian and international labor markets. CLIL has become popular in the Russian system of higher education while insufficient understanding of the conditions for its effective implementation in our country often leads to unsuccessful foreign experience adoption. The paper aims to study the specifics of the Russian educational system and its potential as a platform for CLIL implementation. The foreign practices and CLIL-methodology are analyzed with the objective to identify a number of didactic principles and key factors affecting the choice of a model and form of CLIL for a particular educational paradigm. The specificity of the Russian educational system is analyzed from the standpoint of the obstacles to CLIL implementation. Based on the results of the study, it is determined that CLIL implementation in Russia is possible. However, this methodology should be adapted to the Russian reality. The author suggests an adaptation mechanism that implies the following measures: approving CLIL at the university level, establishing interaction between the university and businesses to jointly develop a training plan, creating a team of CLIL-methodology developers at the university level, providing conditions for professional retraining of subject teachers in CLIL methodology, establishing interaction between subject teachers and linguists for the development of CLIL-courses.

Students’ perception of CLIL in higher education : Preliminary results of the CLIL HET project

There has been a growing research interest into the implementation of Content and Language Integrated Learning (CLIL) in higher education, however, limited research attention has been devoted to the investigation of the situation in the Visegrad countries. These countries have seen an increasing pressure on higher education institutions to provide courses taught through English in order to enhance teacher and student mobility, to share knowledge and to network. Still, disciplinary teachers are not always prepared for this task. The aim of this paper is twofold. First, it introduces the Visegrad 4+ Project CLIL-HET (Content and Language Integrated Learning – Higher Education Teacher). In the course of the project, a special platform for CLIL, ESP, and disciplinary teachers has been created. Disciplinary teachers can complete a course on CLIL methodology at the website, and the project also aims to assess the linguistic weaknesses of disciplinary teachers who teach their subject through English. The second aim is to report on international students’ expectations on courses taught through English at the Hungarian partner institution of the project, the Faculty of Education of the University of Szeged.

Hımııa sabaǵyn aǵylshyn tіlіnde ıntegratsııalap oqytýdaǵy zamanaýı ádіsterdіń erekshelіkterі

The article discusses the features of novel methods of subject-language integrated learning, as well as the conditions for its application in the field of education. The theoretical significance of this issue was carried out in the process of teaching interdisciplinary integration of chemistry and foreign language subjects. Integration with the English language made it possible to achieve learning outcomes using various methods and approaches. Currently, the lesson allows students to develop and improve themselves, strengthen their creative abilities – thus, in modern society, training prepares students for a successful life. Currently, English language proficiency is considered as the basis of tools for improving the level and opportunities of professional education. In this regard, there are new innovative technologies for teaching English. One of these technologies is the method of subject-language integrated learning CLIL (Content and Language Integrated Learning). The CLIL methodology uses English as a tool for teaching other subjects. The article contains elements of the updated curriculum and an example of a practical training plan.