A good CLIL practice among European educational institutions

Kovacikova, Elena; Luprichova, Jana

doi:10.18844/ijlt.v10i1.3145

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…He attached importance to its definition. Research was not only dealt with in the national culture environment, but generally theoretical, philosophical, and universal issues were brought up (Berdibayev, 1982;Kovacikova & Luprichova, 2018).…”

Section: Methodsmentioning

confidence: 99%

Painting education of Kazakh mythology

Karim

Seksembaevich

Suyuberdieva

et al. 2021

CJES

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Various scientific studies, interpretations, analyses, and comparisons have revealed a strong link in the origin of Kazakh mythology in contemporary Kazakh society. The main problem in this lies in the fact that existing research on mythology has always centered in fields of literature, philosophy, religion and culture, and history. Previous scholars have always overlooked the study of mythology in the field of art. It’s for this reason, that this research article centered on the mythology in the art of painting education and especially pictorial analysis of Kazakh mythology. In the article, the definition and history of Kazakh mythology are given and the studies of the researchers on mythology are mentioned. The painting educations made within the scope of the research article are inspired by the myth of "Er Tostik". The research conducted within the scope of a creative and scientific analysis shows that the works related to the formation of Kazakh mythology have an important place in the history of Kazakh painting education. Besides, important subjects of Kazakh mythology in Kazakh art history were determined and how they affected the works of the painters were examined and interpreted comparatively. Keywords: Kazakh mythology, Kazakh painters, Er Tostik, art, painting, woodcut technique

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Section: Methodsmentioning

confidence: 99%

Painting education of Kazakh mythology

Karim

Seksembaevich

Suyuberdieva

et al. 2021

CJES

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“…Zanimive rezultate navaja češka raziskava (Kubů, 2011v Javnická, 2018, kjer je CLIL najpogosteje uporabljan za književnost (35 %) in matematiko (29 %). Matematika je tudi na srednješolskem nivoju pogosto navedena kot predmet, ki se vključuje med nejezikovne vsebine tako v hard kot v soft varianti (Kovacikova in Luprichova, 2018). Matematika je torej v splošnem pogosto uporabljana tudi v CLIL kombinacijah.…”

Section: Matematika In Clilunclassified

Matematika v soft CLIL pristopu v gimnaziji / Mathematics in the soft CLIL approach in high schools

Lipovec¹,

Oštir²

2022

Obrazi Več-/Raznojezičnosti

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Soft CLIL praviloma izvaja učitelj tujega jezika, saj običajno poteka v okviru ur tujih jezikov, obenem pa je v ospredju razvijanje jezikovnih kompetenc. Med nejezikovnimi vsebinami se lahko pojavlja tudi matematika. Matematika je tudi na srednješolskem nivoju pogosto navedena kot CLIL predmet, vendar je empričnih raziskav o učinkovitosti vključevanja zelo malo. To vrzel smo skušali vsaj deloma zapolniti v okviru projekta PROBSOFCLIL (Erasmus +, 2018(Erasmus +, -2021. Implementirali smo modul v tujem jeziku, ki sega na področje finančne pismenosti in realistične matematike ter stališča dijakov do učenja matematike preverjali z dvema spletnima vprašalnikoma. Podatki iz obeh so bili analizirani na ravni deskriptivne statistike. V začetni raziskavi je sodelovalo 348 dijakov iz štirih držav (Slovenija, Avstrija, Litva in Slovaška), v zaključni pa 106 dijakov. Preverjanje začetnega stanja je pokazalo ugodne pogoje za izvedbo projekta, a nekoliko nižji indeks odnosa do matematike in učenja pri matematiki za Slovaško. Pri zaključni evalvaciji pa ugotavljamo, da je matematični del projekta imel pozitivni učinek na približno dve tretjini dijakov, pri čemer v pozitivno smer odstopa Slovenija, Slovaška pa ne odstopa več od ostalih držav. Menimo, da gre pri večji učinkovitosti projekta v Sloveniji za vzajemno učinkovanje dveh elementov: želena miselna naravnanost dijakov k učenju matematike in intenzivno timsko delo učitelja tujega jezika in matematike, kar je bila specifika Slovenije za razliko od ostalih držav. Dodatno ugotavljamo, da po poročanju dijakov med matematičnimi temami ni razlik glede všečnosti. Na

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“…The majority of studies report the positive results obtained in the foreign language learning field (Admiraal Westhoff & de Bot, 2006;Merino & Lasagabster, 2018;Dalton-Puffer, 2011) although not without dissenting views on the extent of its success (Admiraal, Westhoff, & de Bot, 2006;Perez-Cañado, 2018a;Martínez Agudo, 2020;Fazzi & Lasagabaster 2021). More recently, particularly in the case of Spain as a multilingual country, a focus on the assessment and effectiveness of CLIL in bilingual versus monolingual contexts is also being discussed (Kovacikova & Luprichova, 2018;Oxbrow, 2020).…”

Section: Research Findingsmentioning

confidence: 99%

Meeting the needs of practitioners through research and training in CLIL times

Artola

2022

GJFLT

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The widespread implementation of Content and Language Integrated Learning (CLIL) across school settings in Europe as an innovative and effective means of improving Foreign Language learning and teaching, has triggered a profusion of academic research on its tenets and rewards. The focus has mainly centered on theoretical discussions of CLIL´s ins and outs but there have also been empirical studies on key players’ views regarding its efficacy. A consistent outcome of the latter has been the call made by CLIL practitioners (the classroom teachers) for more guidance in the practical application of this approach. However, not much attention has been paid to this key issue which should concern researchers and teacher educators from CLIL-supporting contexts. The goal of this study is to encourage a shift of focus from the theoretically-based discussion of this approach to one centered on its practical application. This study is a discussion paper that intends to encourage discussion and research on teacher training to better tackle the methodological concerns of those teachers in CLIL practice. Keywords: CLIL; foreign language; teacher; training.

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A good CLIL practice among European educational institutions

Cited by 6 publications

References 2 publications

Painting education of Kazakh mythology

Painting education of Kazakh mythology

Matematika v soft CLIL pristopu v gimnaziji / Mathematics in the soft CLIL approach in high schools

Meeting the needs of practitioners through research and training in CLIL times

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