The paper deals with the application of ICT and the use of blended teaching and learning within the curriculum of general English at the levels A1-B2 in tertiary education. The research presented in the paper focuses on analyzing the language teachers' experience in computer assisted language teaching as well as their practices and attitudes towards the blended learning courses created at the Centre of Foreign Languages at Vytautas Magnus University (VMU). Given the fact that the contemporary society is especially sensitive with regard to the development and the application of innovative technologies and given the fact that current and future university students are increasingly 'digital natives', the task of language teachers to make the best use of ICT in teaching languages becomes their most acute need and their biggest challenge. Therefore, the authors of the present paper take it as their aim to ease the above indicated task of the teachers by scrutinizing and casting light on their relevant doubts, needs and endeavours. The research was carried out at the Centre of Foreign Languages (VMU) with 24 teachers of English taking the role of the respondents. The research is based mainly on qualitative methodology including the methods of an informal interview and a questionnaire.

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...

The study focuses on an inclusive learning environment for children whose L1 is different from the language of schooling suggesting linguistically sensitive teaching (LST) as the response to challenges of increasing multilingualism. It aims to identify prospective teachers' attitudes, beliefs, experiences, and viewpoints on how to achieve inclusive teaching using LST. Two qualitative frameworks -Reflection and Focus-Groups -were used to gather data on four dimensions: personal, instructional, institutional, and societal, two of which are presented here. The findings showed that LST can serve as a valuable component of inclusive general education.

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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