Ca-Clil: Teachers' and Students' Perceptions of Implementing Clil in Tertiary Education

Abstract

These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.

Building English speaking competence of intending higher education institutions teachers

“…In particular, S. Kustini (2022) studies the problem of ESP learners' self-regulation in online learning environment; J. Štefková and Z. Danihelova (2023) focus on the issue of teachers' and students' perceptions of implementing CLIL in tertiary education; K. Kashiwagi and J. Tomecsek (2015) pay attention to the positive influence on teaching style in student-centered language learning through overseas teacher training in Sweden and Finland; H. Vonkova, etc. (2021) research the motivation of studying English: trends, emerging methodologies, and diversity of researched populations.…”