THE ROLE OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT UKRAINIAN AND POLISH EDUCATIONAL SYSTEMS: CHALLENGES AND IMPLICATION
At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers’ roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students’ learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.
Ball, P., Kelly, K., & Clegg J. (2016). Oxford Handbooks for Language Teachers: Putting CLIL into Practice. Oxford University Press.
Cenoz, J. (2015). Content-based instruction, content, and language integrated learning: the same or different? Language, Culture and Curriculum, 28(1), 8-24 https://doi.org/10.1080/07908318.2014.1000922
Content and Language Integrated Learning (CLIL) at School in Europe (2006). Retrieved February 12, 2018, from Eurydice website http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Street, B. V., & Hornberger, N. (Eds.), Encyclopedia of Language and Education, 2: Literacy (pp.71-83). New York: Springer Science + Business Media LLC. Retrieved February 23, 2018, from https://www.slideshare.net/suareze986/bics-and-calp-empirical-and-theoretical-status-of-the-distinction
Czura, A., K. Papaja, & M. Urbaniak (2009). Bilingual education and the emergence of CLIL in Poland. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Mart´ın, S. Hughes, and G. Lange´ (Eds), CLIL practice: Perspectives from the field (pp.172-8). Finland: University of Jyva¨skyla.
Fürstenberg, U. & Kletzenbauer, P. (April, 2015). Language-sensitive CLIL teaching in higher education: Approaches to successful lesson planning. ELTWorldOnline.com. Special Issue on CLIL. Retrieved February 09, 2018, from http://blog.nus.edu.sg/eltwo/?p=4791
Gierlinger, E. (2013). The languages for CLIL Model. Retrieved February 27, 2018 from http://clilingmesoftly.wordpress.com/clil-teachers-tl-competence
González Ardeo, J. M. (2013). (In)compatibility of CLIL and ESP courses at university. Language Value, 5 (1), 24-47. http://dx.doi.org/10.6035/LanguageV.2013.5.3
Kampen, E., Meirink, J., Admiraal, W., & Berry, A. (2017). Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’CLIL pedagogies in the Netherlands. International Journal of Bilingual Education and Bilingualism, 21 (2), 1-17. https://doi.org/10.1080/13670050.2017.1411332
Language Network for Quality Assurance (2013). Retrieved Ferbruary 05, 2018, from http://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/c1752e7c-6a49-4ed7-a89c-cf32e30d245e
Marsh, D. (2012). Content and Language Integrated Learning (CLIL). A Development Trajectory. University of Cordoba. Retrieved February 20, 2018, from: helvia.uco.es/xmlui/bitstream/handle/10396/8689/2013000000658.pdf?sequence=1
Martín, M.A. (2015). Teacher education for content and language integrated learning: insights from a current European debate. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18 (3), 153-168. http://dx.doi.org/10.6018/reifop.18.3.210401
McDougald, J.S. (2016). CLIL Approaches in Education: Opportunities, Challenges, or Threats? Latin American Journal of Content and Language Integrated Learning, 9(2), 253-266. http://dx.doi.org/10.5294/laclil.2016.9.2.1
Mehistro, P. (2012). Criteria for producing CLI learning material. Encuentro, 21, 15-33. Retrieved February 20, 2018 from http://www.encuentrojournal.org/textos/3.%20Mehisto_rev.pdf
Moore, E. & Dooly, M. (2010). How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University. Journal of Language, Identity, and Education, 9, 58–79. http://dx.doi.org/10.1080/15348450903523591
Nozhovnik, O. (2012). Content and Language Integrated Learning in Courses of Foreign Languages for Specific Purposes at Tertiary Professional Schools: Theoretical Basics and Advantages of Implementation. Zbirnyk naukovyh prats Berdyanskogo Derzchavnogo Pedagogicheskogo universitetu, 3, 23-35.
Papaja, K., (2014). Focus on CLIL: A Qualitative Evaluation of Content and Language Integrated Learning (CLIL) in Polish Secondary Education. Cambridge Scholars Publishing. Retrieved January 29, 2018, from http://www.cambridgescholars.com/download/sample/61664
Paran, A. (2013) Content and Language Integrated Learning: Panacea or Policy Borrowing Myth? Applied Linguistics review, 4(2), 317-342. https://doi.org/10.1515/applirev-2013-0014
Ribeiro, M. del C. (2016). Some Lessons Learned: The ReCLes.pt CLIL Project in Higher Education. An e-journal of Teacher Education and Applied Language Studies, 6(1), 20-37. https://doi.org/10.1515/eteals-2016-0002
Saienko, N. (2017). Cognitive development of students in foreign language acquisition. Advanced Education, 7, 4-8. https://doi.org/10.20535/2410-8286.77570
Smit, U. & Dafouz, E. (2012). Integrating content and language in higher education. An introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Review, 25, 1-12.
Taillefer, G. (2013). CLIL in higher education: the (perfect?) crossroads of ESP and didactic reflection. ASP: Multiplicités des approches en anglais de spécialité, 63, 31-53. Retrieved February 17, 2018, from http://journals.openedition.org/asp/3290
Wolff, D. (2012) The European Framework for CLIL Teacher Education. Synergies Italia, 8, 105-116. Retrieved February 20, 2018 from https://www.unifg.it/
- There are currently no refbacks.
Copyright (c) 2018 Mariya Leshchenko, Yuliana Lavrysh, Kateryna Halatsyn
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)