Summary. the present article generally focuses on the implementation of content and language integrated learning (Clil) methodology in lithuanian schools of general education. although Clil has already enjoyed quite a long history of its application in various parts of the world and has to some extent been present in lithuanian schools, the problematic aspects of its implementation in lithuania are still pending to be resolved. among a few shortcomings such as the lack of legal regulations or the absence of the 'whole school policy' approach, insufficient Clil teachers' competences can be placed at the top of the problem list. this is evidenced by the fact that the most popular type of Clil in lithuanian schools entails a subject teacher and a foreign language teacher working together in a Clil class. to improve the situation the subject teachers need to perfect a number of competences including Clil didactics, application of active methods, use of iCt, etc. to be prepared for a quality Clil class. in light of this observation, the present study aims at analysing teachers' attending a Clil training course attitudes towards the application of iCt in various contexts ranging from the daily life routines to professional activities and to Clil classes as a fertile area for iCt-based activities. it also aims at comparing the attitudes of teachers from general education schools with the ones obtained from university language teachers and students in earlier studies. it is an analytic quantitative study with 96 teachers participating as respondents. the study has revealed the teachers' largely positive attitudes towards the application of iCt in Clil classes indicating a number of advantages: the use of authentic subject-related resources in a foreign (target) language and the possibility to differentiate tasks and the teaching process as well as to motivate and organise students' individual work. the application of iCt in Clil classes is also highlighted by the teachers as an effective means of fostering students' creativity through subject-related team projects such as webquests or by initiating cooperation with students from other schools and countries. keywords: information communication technologies (iCt), content and language integrated learning (Clil), foreign language teaching, communicative competence, general education.Santrauka. Remiantis jau atliktais idkM įgyvendinimo lietuvos bendrojo lavinimo mokyklose tyrimais, galima teigti, kad šio pasaulyje jau seniai taikomo ir gana populiaraus metodo diegimas lietuvoje taip pat nėra pradinėje stadijoje, tačiau jį sklandžiai ir sistemingai diegti labiausiai kliudo teisiniai apribojimai, kokybiškos lietuvos moksleiviams pritaikytos mokymo medžiagos ir kvalifikuotų idkM mokytojų stoka. dėl pastarosios priežasties idkM pamoką dažnai veda du mokytojai -dalyko ir užsienio kalbos, todėl šio metodo įgyvendinimui tenka didesnės išlaidos. siekiant pabrėžti kvalifikuotų, idkM taikančių lietuvos bendrojo lavinimo mokyklų mokytojų parengimo svarbą, straipsnyje analizuojama vien...

Summary.In the UK, the need for adult immigrants to learn English includes considerations for the recently arrived and those who have been living in the UK for a long time but still do not speak English; those in a wide variety of work situations; and those experiencing cultural shock. Such learners frequently have low self-esteem and often develop psychological barriers to speaking a foreign language. While most learning of English takes place in informal contexts, formal institutions in the UK and immigrants' native countries can also offer useful language training. In order to develop insight into adult learners' needs, this study used a survey to explore the participants' perceptions and experiences concerning learning English within an ESOL program, followed by semistructured interviews designed to provide deeper insight into the main obstacles to learning English. In addition, the study investigates an opportunity for UK immigrants to improve their competence in English, and for their children to study their parents' mother tongue, via an online learning program at a prominent Lithuanian university. The study revealed that the most important factors influencing learners' development of competence in English are their psychological well-being and belief in the progress of their English studies. The findings indicate a need for language teachers to develop innovative language learning strategies and address individual learning styles, as well as social, inter-cultural, cognitive, problem-solving and time management skills. Using a blended strategy of language learning could create more possibilities to develop competence in English in a way that is better adapted to learners' educational, linguistic and cultural backgrounds. Keywords: English for speakers of other languages (ESOL), UK immigrants learningEnglish, self-esteem and foreign language learning, acculturation, ESOL in the UK, inclusive teaching strategies, online learning.

SummaryThere is no denying that fact that migration is a sensitive economic, political and social issue, which European institutions together with researchers and policy makers have been working on trying to create the cohesion between migrant and host communities. It has been widely recognized that attitudes towards migrants tend to be more positive when migrants have an opportunity to reveal their linguistic and cultural diversity to non-migrants. Researchers claim that local governments and municipalities “must be part of a framework of multi-level governance” for migrants’ integration (OECD, 2017). The 2030 Agenda for Sustainable Development highly recognizes the positive contribution of migrants, who deserve to live in a “just, equitable, tolerant, open and socially inclusive world” (2030 Agenda, 2015). Existing research has acknowledged that migrants make low use of local services, such as police, hospitals, educational institutions or leisure facilities due to language barriers and uncertainty on rules of engagement (Sime & Fox, 2014), cultural barriers and issues of trust in services (Alpers, 2016) or social exclusion (Arai, 2006). In order to develop insight into the realities of integration and social cohesion between migrant and host communities in Great Britain, in 2019 this study used a survey to explore how trust and meaningful interaction between all sections of the community could be created by providing social and educational activities for migrant and host communities in Boston, the UK. Furthermore, the research aimed to answer the question whether learning about another culture could increase understanding of how one’s own culture shapes the perceptions of oneself, of the world and of our relationship with others. The research sample was a group of 18 adults of non-migrant / British communities and a group of 15 adults of migrant communities / ESOL students who were attending the language and culture sessions with professional bilingual teachers. The first research sample, for which Lithuanian, Polish and Russian language and culture workshops were delivered, was carefully chosen to represent the native residents dealing with new arrival communities in their daily lives. The interactive workshops on the English language and British culture were delivered to the second focus group, ESOL students. All members of the focus groups expressed their primary wish to learn basic skills in the target language and improve their communication within the local area avoiding social tensions, cultural and linguistic misunderstandings. To explore the needs, experiences and attitudes of both migrant and host communities, a quantitative research methodology was applied, and short semi-structured interviews were conducted.

Remiantis jau atliktais integruoto dalyko ir kalbos mokymo (IDKM) įgyvendinimo Lietuvos bendrojo lavinimo mokyklose tyrimais, galima teigti, kad šio pasaulyje jau seniai taikomo ir gana populiaraus mokymo diegimas Lietuvoje taip pat nėra pradiniame etape, nors dar egzistuoja daug veiksnių, stabdančių jo įgyvendinimą Lietuvoje lyginant su kitomis Europos šalimis. Pristatant IDKM taikymo Lietuvoje patirtį, analizuojamas Šiaulių Didždvario gimnazijos IDKM taikymo modelis bei patirtis, kuri galėtų būti vertinga Lietuvos bendrojo lavinimo mokykloms, planuojančioms įdiegti IDKM. Atliekant tyrimą apie IDKM naudą, efektyvumą bei priežastis, stabdančias šio mokymo būdo įgyvendinimą, buvo taikoma kiekybinio ir kokybinio metodų sintezė bei interviu su IDKM mokytojais, mokyklos administracija ir mokiniais. Apibendrinusios IDKM taikymo Šiaulių Didždvario gimnazijoje patirtį, tyrimo autorės pateikia IDKM modelio diegimo Lietuvos bendrojo lavinimo mokyklose SSGG analizę ir rekomendacijas toliau diegiant IDKM.

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