Literaturnachweis - Detailanzeige
Autor/inn/en | Godzhaeva, Natalia S.; Logunov, Timur A.; Lokteva, Marina S.; Zolotareva, Svetlana A. |
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Titel | Approaching CLIL from the Periphery: Integration of Content and Language in Russian Higher Education Institution |
Quelle | In: European Journal of Contemporary Education, 8 (2019) 2, S.280-293 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2305-6746 |
Schlagwörter | Higher Education; College Students; College Faculty; Language of Instruction; Teacher Attitudes; Student Attitudes; Course Content; Second Language Learning; Learning Motivation; Interdisciplinary Approach; Foreign Countries; Teaching Methods; Pilot Projects; Language Teachers; Teacher Collaboration; Language Skills; English (Second Language); Program Descriptions; Second Language Instruction; Russia Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; Teaching language; Unterrichtssprache; Lehrerverhalten; Schülerverhalten; Kursprogramm; Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Language teacher; Sprachunterricht; Lehrerkooperation; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Russland |
Abstract | One of the reasons for failure of education system to form developed FL skills in its graduates consists in the lack of L2 immersion and low motivation of learners. Integration of Content and Language (CLIL) in teaching content subjects is believed to be an efficient way of improving the situation. However, introducing CLIL techniques and approaches can by itself pose a new great challenge for a university. Our study shows a stable interest in both students and teachers coupled with a high degree of doubts and lack of preparedness when it comes to the actual prospect of their involvement in CLIL courses. In addition, the introduction of CLIL requires systematic changes in academic and administrative policies of Russian universities. The authors suggest that in such environment, the optimal solution would be a gradual introduction of CLIL elements focusing elaborated preparatory techniques. The paper presents the design of pilot project of step-by-step introduction of CLIL format studies in a Russian university and summarizes the results of pre- and post-experimental surveys among university students and teachers revealing their expectations, causes for their uncertainty and showing the need for specific FL learning activities which form a support system provided by language teachers to boost learners' linguistic confidence. This introductory period calls for a special attention to the role of FL teachers and closer coordination of efforts between a content teacher and a language teacher. (As Provided). |
Anmerkungen | Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |