Content Language Integrated Learning Research Articles

THE USE OF CONTENT LANGUAGE-INTEGRATED LEARNING AS THE MAIN MEANS OF FOREIGN LANGUAGE COMMUNICATION SKILLS FORMATION

The article is devoted to the analysis of modern methods of content-language-integrated learning (CLIL). The history of the emergence of this approach is considered, and the principles for the successful introduction of this technique are analyzed. The types of activities during the lessons where this approach to foreign language learning is applied are singled out. The advantages of the integrated training method are indicated, one of which is the formation of communicative competence. The content and organizational approach to the use of this technique is characterized. The authors elaborately substantiate the relevance, expediency and effectiveness of the application of content language-integrated learning of the English language, and also summarize the advantages and disadvantages of its use in English language teaching at a higher educational institution.
 Keywords: CLIL methodology; content language-integrated learning; communicative competence; foreign language learning method; learning technology; future specialists; motivation; learning content; higher educational institution.

International Students' Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction

<p style="text-align:justify">This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education.</p>

CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION

The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of comprehensive output, input hypothesis and proximal zone of development in its subsidiary method (CLIL). Besides this, another methodology affecting formation of content-language integrated learning, known as “English for special purposes”, is also contextualized by specialty content, and they share common goals of learning. However, ESP keeps its focus on language, not content. The comparative analysis of CBI and ESP key features reveals the theoretical and methodological conditions of CLIL formation.
 The modified variations of CLIL approach, applied all over Europe like Bilingual Content Teaching, Bilingual Subject Teaching or Content-Based Language Teaching, relied on a common concept of learning a foreign language with a shift of focus from the language itself to the content expressed in this language. The bilingual model of education in European countries adopted the provisions of content-language integrated learning methods at the mainstream level in school education in France, Ireland, Finland, Estonia, Latvia, Poland, the Czech Republic, and it has been partially implemented within pilot projects in the UK, Spain, Germany, Italy and Sweden. The method was strongly supported by policy of the European Union and European Commission with an aim of promotion of language learning and linguistic diversity. The support of the European language policy and ideology was reflected in a number of projects launched in order to promote methods based on international cooperation, such as “Content and Language Integrated Learning in Germany” (CLILiG), as well as with the support of the Council of Europe “CLIL Quality Matrix” (2004) and the European Regional Action Scheme for the Mobility of University Students (ERASMUS).

A Content Language Integrated Learning (CLIL) Program for Developing EFL Oral Presentation Skills and Disciplinary Knowledge of the Pre-service Teachers at Faculty of Education

A Content Language Integrated Learning (CLIL) Program for Developing EFL Oral Presentation Skills and Disciplinary Knowledge of the Pre-service Teachers at Faculty of Education

Content Language Integrated Learning (CLIL) of foreign students in the process of pre-university training

The topical issue of today is the integration of CLIL into pre-university training of foreign students in Ukraine, as recently specialists in foreign languages are highly valued. In this regard, integrated learning of foreign languages and professional disciplines (subject-language integrated learning – Content Language Integrated Learning) has been actively developed. The basic principles of CLIL are considered, namely: what it is based on and how learning takes place. The purpose of training is formulated. The characteristics of CLIL are given: hard CLIL and soft CLIL. The CLIL lesson illustrates the various means of classroom activities and the elements that make the CLIL lesson interesting, which increases the level of motivation and involvement of students.
 The current state and problems of translation and teaching of subjects for the preparation of foreign medical students in English are analyzed. The advantages of using CLIL are revealed, namely: continuity of education, learning and improving the language naturally, improving the quality of education, training language skills, etc. The difficulties and shortcomings of using CLIL are analyzed: imperfect English language proficiency by subject teachers, low level of English language proficiency by students.
 The historical aspects of language translation and current use of SAT tools for automated translation by teachers are considered: principles of work and advantages. The variety of existing SAT technology programs is analyzed and the advantages of using SmartCAT program are substantiated. A number of problems related to the teaching and methodological support of subjects studied in a foreign language are considered. It is concluded that language can be not a goal, but a means of learning another subject, but only if the teacher uses the tools of subject-language integrated learning.

세계시민성 및 글로벌역량 함양을 위한 교양영어 수업운영 사례연구*

This is a case study of implementing a general English course model that integrates global citizenship and global competence within a CLIL (content language integrated learning) framework. Following the backward design by <xref ref-type="bibr" rid="B77">McTighe &amp; Wiggins(1999)</xref>, the new model(Oh, 2021) specified four desired outcomes: understanding globalization and global citizens, understanding global competence, understanding technology, and understanding English communication. In order to develop global citizenship, a variety of activities were implemented using GCED101 materials available on APCEIU online campus. Drawn from the PISA global competence framework, critical literacy activities on authentic media articles were also administered. As a means to make authentic English articles more accessible for students whose English proficiency may not suffice for the target task, such scaffolding as machine translation, Korean, and cooperative learning was provided. The findings of a student perception survey on the four desired goals indicated that these goals have been achieved. Furthermore, students’ global competence measured with the PISA global competence survey significantly improved in the five constructs related to the course contents after taking the course for a semester. Students’ self-efficacy on the four language skills of reading, listening, speaking and writing also significantly improved on a post-survey. The implication of the study is that it explored a new paradigm for general English courses aiming to teach not only language skills but also value-oriented contents such as global citizenship and global competence.

Developing Augmented Reality (AR) as Assisted Technology in Reading Based on Content-Language Integrated Learning

Assisted technology has become one of the primary needs for inclusive education, especially for language learning. Language learning mediated by technology can provide affordances to EFL learners with low English language skills. Therefore, an assisted technology with content-language integrated learning was developed with the ADDIE approach to producing meaningful and motivational language learning with a dual focus, namely content and language. The materials presented in the assisted technology were developed stick to the Line-of-Sight by the Branch model (2009), which covers needs, goals, strategies, and assessment. The technology and material development result were named assisted technology-enhanced language learning (ATELL) and created with a marker-based augmented reality application. The AR application is an assisted technology for reading comprehension skills that guide the students in critical thinking for critical reading activities. The findings of the study show that students who read with the AR application performed better than those who read with the traditional method. The students also reported that they have a positive perception of the integration of the AR application for language learning for several attributes such as technology interactivity, compatibility, learning ambience, and cognitive condition.

내용 언어 통합 학습(CLIL)의 중국어 교육에의 적용 가능성 탐색 — 한국문화를 주제로 한 통합수업

I believe that it is an important part to have a language ability to promote our own values and culture to the world, and I started researching with the need for a new language education law that combines Chinese and Korean culture with content.BR The study aims to introduce the theory of Content Language Integrated Learning (CLIL) to Chinese education, present a teaching model suitable for the Chinese education situation of Korean universities and explore whether it can be applied to Chinese education.BR CLIL looked at the infinite possibility and potential that it can be expanded and transformed depending on the subject, advanced classes can be conducted as the stage goes up from rough subject discussion, and that if the content is properly organized, it can be applied to other second foreign languages.BR When trying to apply CLIL to the Chinese language education environment in Korea, it needs to be solved, and there are many difficulties, but I think it is worth trying, so I will continue to study it in the future.

Integrating Islamic values in CLIL materials: a syllabus design for Islamic primary school

The new educational policy in Indonesia does not require English as a compulsory subject in primary school. To respond to the current policy, some primary schools, especially Islamic affiliated primary schools still have a commitment to provide English lessons as an extracurricular subject. Since there is no regulation toward the teaching and learning process, implementing Content-Language Integrated Learning (CLIL) approach into teaching materials aims to improve the learning process. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to design the CLIL materials and reached the third stage. The results highlight that after conducting a need analysis, the syllabus and the students’ activity book consists of three selected topics that integrate Islamic values into CLIL model. They were Caring for Living Things, My Heroes, and My Dream Job. Those topics were adapted from a thematic book applied in the school partner under the Curriculum 2013. These topics were designed into three main subjects i.e., Science, Islamic Content, and Arts. Furthermore, before each topic, vocabulary-based activities were presented followed by three kinds of activities. Islamic values are integrated into CLIL materials to promote Contextual Teaching and Learning (CTL) also to advocate local wisdom-based curriculum, particularly infusing the Muslim cultures and values. This study concludes that there is a need to integrate Islamic content to English materials in Islamic primary affiliated schools.

CLIL implemented and scaffolded in an EFL higher education context: Engineering research methodology course

The increasing global and local demands to improve English proficiency have been a burgeoning challenge across the entire paradigm and domains. Specifically, in academia, the ability to read English research articles is of paramount importance. Meanwhile, Content Language Integrated Learning (CLIL) implementation has been recognized to be a successful teaching approach. This study aims to estimate the CLIL impact on enhancing the students’ English research article reading skills, enlarging their vocabulary repertoire, and boosting the students’ and instructors’ satisfaction. The focus of the study is on a “research methodology” course for engineering students in Thailand. Throughout CLIL, the language teachers and engineering teachers closely collaborated, designing course materials and developing language activities. To assess research article reading skills and vocabulary knowledge, two sets of similar pretests/posttests were administered. Then, to assess the students’ level of CLIL satisfaction, questionnaires were completed, and two separate focus group discussion sessions were conducted with the students and teachers. Test score analysis yielded a significantly enhanced output in both the content subject and English vocabulary knowledge. Additionally, questionnaire and focus group discussion data analysis indicated that both the students and teachers had positive attitudes toward CLIL instruction. Taken together, this study demonstrates that to achieve full optimization of CLIL benefits, scaffolding needs to be supplemented to accommodate individual learning contexts.

An Assembly Line Approach to Technical Communication Pedagogy with Intelligent Content Design and Delivery

Topic-based intelligent content design with a better understanding of semantic web schemas could be the new focus for technical communication (TC) pedagogy in academia - a major shift away from designing standalone static documents. A new such TC course focused on the basics of how XML, RDFS, and OWL schema contribute to the semantic web for CCMS and CDP, including the basics of how faceted search works and ontology creation happens for simple e-commerce based, tourism, healthcare, and consumer product information design. The course also attempted to expose students to a basic understanding of iiRDS – the standard that enables dynamic information request and delivery in the era of the Internet of Things and Industry 4.0; and how Microsoft HoloLens - a mixed reality platform caters to intelligent information processing in Toyota and smart city contexts, as case studies. This was an introductory course with conceptual development being the focus, and not programming skills. With this course, we wanted to introduce students to the new industry documentation standards and initiate a process in pedagogy that will ultimately lead to bridging the extreme shortage of qualified job applicants in the industry coming from content strategy as a new field of practice. This paper focused on a pilot study initiating an exercise to explore the extent to which such a course helps teach information management in an English as Foreign Language (EFL) context for computer science majors, within the scope of content language integrated learning (CLIL) and project-based language learning (PBLL).

효율적인 일본어학습을 위한 수업설계 연구: CLIL의 개념을 바탕으로

The purpose of this study is to design an instructional model based on CLIL (Content Language Integrated Learning) theory for effective language learning. The study findings reveal the following three points. First, context-oriented foreign language education is possible, if we have well-edited authentic materials that match the level of the students, and implement the relevant materials as classroom activities that covered 4C (Content, Cognition, Communication, Culture) through sophisticated placement of content-language integration methods. Second, changes in evaluation methods can affect the studying style of learners. Since the process of output can only be actively utilized if the input is repeated, if we provide an desirable evaluation method so that the repetition process can focus on acquiring meaningful language information, this will help learners make more active use of the target language. Third, foreign language education could expand learners’ thinking skills. Content-language integrated learning is sufficient to help students to understand other cultures and compare/analyze the educational contents based on respect for cultural diversity. Through this all learning activities based on CLIL theory, language learners can also develop their critical thinking skills.

CONTENT-LANGUAGE INTEGRATED LEARNING (CLIL) IN THE TRAINING OF STUDENTS OF TECHNICAL SPECIALTIES

The article is devoted to the modern methodology of content-language integrated learning. The advantages and disadvantages in the formation of foreign language communicative competence in students of technical specialties using the methods of integrated learning are noted. The expediency of replacing the traditional form of teaching with content-language integrated learning is characterized. The article analyzes the possibilities of CLIL-technology as the means of improving the professional competence component in the educational process of higher education. It is emphasized that the methodology of content-language integrated teaching (CLIL) contributes to the improvement and systematization of previously acquired knowledge of English and technical disciplines, growth of individual academic level, deepening of practical skills of students. The instructional techniques with the use of CLIL-technology of student preparation for using in the educational process of a higher educational institution for students of technical specialties are described. It is emphasized that due to the rational organization of educational process students are able to solve professional problems.

The Effectiveness of CLIL-based Global Telecollaborative Learning on Upper Elementary School Students’ Key Competencies

With the emphasis on four key competencies specified in 2015 Revised English Curriculum, the study was implemented to investigate how CLIL(Content-Language Integrated Learning)-based global telecollabo- rative learning(GTL) influnenced on developing Korean upper elementary school students’ four key competencies, communication competency in English, self- managementcompetency,civiccompetency,andknowledge-informationprocess competency. To achieve the study’s purpose, the mixed method including students’ self-assessment, teachers’ evaluation, and interviews with students and teachers was employed in the study. First, the statistical analysis was done with the survey responses from 250 upper elementary school students’ self assessment and those from their six English teachers’ evaluation of their students. A qualitative analysis of interview with 53 students and the six teachers was also used in examining the effects of CLIL-based GTL. The study found that CLIL- based GTL influenced on promoting upper elementary school students’ compe- tencies of the self&#8211;management, the civic, and the knowledge-information process. Both the students and the teachers considered the experiences of communication with their partners in English to be pleasant and exciting. However, they also felt some challenges caused by technical issues and lack of English proficiency.

Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions

The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely, not to teach each subject separately, but to integrate subjects with others.

ІНТЕГРАЦІЯ У НАВЧАННІ: ОСНОВНІ МЕТОДИ, СТРУКТУРА ТА ФУНКЦІЇ. ЗАГАЛЬНИЙ ОГЛЯД ТА АНАЛІЗ

Ukraine’s movement towards integration into European and world scientific and educational space causes changes in paradigms and approaches to teaching in all-level educational institutions, which can lead to modern learning transformations. Topicality of the article is due to the necessity of system comprehending the notions of «integration» and «integrated learning» in the process of education as interdisciplinary links play a great role in contemporary world because modern professionals should be versatile and possess a wide range of skills and knowledge to be multitasking and able to solve burning problems. The aim of the article is to define the terms of «integration» and «integrated learning» in the context of the education process. A set of tasks has been solved in the presented article: various viewpoints on integration and integrated learning have been analyzed and compared including both foreign and Ukrainian scholars’ scientific results. The process of integration in education results in humanization and being a constituent part of content-language integrated learning. The advantages of integrated approach are evident as the latter helps to create advanced and sophisticated textbooks, modern educational technologies and change educational component content, which lead to the necessity of understanding students’ needs making the teaching process student-centered and student-oriented. The integration methods, forms, tools and means are characterized. Cognitive and creative teaching methods make it possible to form integrative blocks of problem-based learning: integrative vision, heuristic research, development, forecasting and analysis. Integration can be subject, problem, horizontal and vertical, which lets master the topic from different angles. In addition, integration performs educational, upbringing, developmental, psychological, methodological and organizational functions.

К ВОПРОСУ ИСПОЛЬЗОВАНИЯ МЕТОДА ПРЕДМЕТНОГО-ЯЗЫКОВОГО ИНТЕГРИРОВАННОГО ОБУЧЕНИЯ В НЕЯЗЫКОВОМ ВУЗЕ (В РАМКАХ МЕЖДИСЦИПЛИНАРНОГО МЕТОДА)

The purpose of this work is to analyze domestic and foreign theoretical material and practical experience of using an interdisciplinary approach in teaching foreign languages in a non-linguistic University, in order to identify the most effective approach or model. Results: after studying and analyzing the existing theoretical and practical experience of teaching foreign languages, the authors came to the conclusion that the method of content-language integrated learning is the most effective within the framework of an interdisciplinary approach, since it allows integrating the content of a professional discipline and a foreign language in the learning process. The article defines the method of content-language integrated learning, considers the models of using this method, and provides examples of practical use of this method in teaching students of a non-linguistic University. With this approach, a foreign language becomes a means of learning from the goal of learning, which leads to an increase in students ' motivation. Conclusion: the article analyzes the advantages of using this method, as well as notes the objective difficulties and possible problems.

Looking past limiting conditions: Prioritizing meaning in EAP

EAP courses by their very nature are designed to help students understand and engage with academic language. Yet what if EAP practices are too far removed from academic discourse that their relevance is compromised? For better or worse, EAP teachers in Content & Language Integrated Learning (CLIL) environments often draw on EAL grammar resources to supplement the development of their situated, content-reliant teaching resources (Harwood, 2005; Lorenzo, 2013). Unfortunately, typical form-focused grammar instruction that relies on idealized, formulaïc structures can result in EAP lessons glossing over crucial concepts in students’ authentic course readings. In this article, we recount our teaching context and the realization of the gap between traditional teaching and grammar reference texts, and the instantiations of various forms of conditional language in authentic academic texts across first year university Political Science, Psychology, Physics and Economics courses. We explore the importance of conditionals and how they are typically presented; the phenomena of grammatical and logical metaphor; and suggest pedagogical activities to facilitate students’ comprehension, application and manipulation of conditional logic in their academic work.

The impact of project based-CLIL on students’ english proficiency

The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions. The design proposed was based on the principle of language integrated learning (CLIL). Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application. While the qualitative data were obtained from the output of language produced by students during the learning process took place The results showed that CLIL English language course at higher education institutions in Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.

Development of university teachers’ readiness to forming polylingual competences of the future teacher

In the current conditions of globalization of education in the process of training future teachers in the university, one of the most effective approaches is polylingual education. To implement this approach, it is necessary to determine the competence range of the university teacher in the aspect of polylingual education; formation of interest and motivation of university teachers to content-language integrated learning; determination of the principles of constructing the content of teaching a university teacher in the aspect of polylingual education; organization of a special workshop for university teachers “Formation of professional competence of future teachers based on a polylingual approach”. The aim of this special workshop is to increase the level of teachers’ training in the field of competence and polylingual approaches. The course of lectures and seminars is designed for 36 class hours and it is determined by the following objectives: formation of knowledge and skills in the use of models, technologies and methods of content-language integrated learning; development of teachers’ interest and creativity; formation of readiness for the use of technologies and techniques of content-language integrated learning; development of the ability to plan and organize the process of formation of professional competence of future teacher based on a polylingual approach; development of skills to diagnose, analyze and evaluate the effectiveness of the formation of professional competence of future teacher based on the polylingual approach.