CLIL approaches in education: Opportunities, challenges, or threats?

McDougald, Jermaine S.

doi:10.5294/laclil.2016.9.2.1

Cited by 17 publications

(22 citation statements)

References 28 publications

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“…It has become so topical because a lot of attention is being given to interdisciplinary interaction and knowledge integration in general. CLIL is used at schools, vocational colleges as well as in tertiary education when a number of professional subjects are explained in a foreign language, priority being given to job-relevant learning [54][55][56][57][58][59][60][61][62][63][64][65][66][67][68]. In our research, we mainly concentrate on adopting CLIL approach in higher education.…”

Section: Clil Approach and Its Applications In Tertiary Educationmentioning

confidence: 99%

“…One of the solutions to the problem of training the most suitable teacher capable of using CLIL in class is organizing "regular meetings between content area teachers and language specialists. In those meetings, content teachers were given some guidelines on how to structure and plan a didactic unit within the CLIL approach" [66]. The same tandem can result in knowledge exchange and cross-fertilization between language specialists and professional content providers.…”

Section: Clil Approach and Its Applications In Tertiary Educationmentioning

confidence: 99%

“…Some educationalists have managed to strike the optimum balance, which seems to be one of the possible solutions to the problem. They claim that CLIL is only recommendable if a language teacher has enough knowledge of the basics to teach the induction course in a particular field [66]. In order to become familiar with the induction course, language teachers can do a further training course in a particular engineering subject or receive counseling and advice from content teachers.…”

Section: Clil Approach and Its Applications In Tertiary Educationmentioning

confidence: 99%

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Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

et al. 2020

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The article considers industrial applications of digital twins and their contribution to decision-making and prevention of failures in manufacturing. Virtual laboratories are described as an example of using digital twins not only in industry but also for educational purposes. The article is also focused on the value of physical and virtual investigations through the prism of content and language integrated learning approach (CLIL) and it offers recommendations for combining the two to strengthen science inquiry learning and job-relevant learning. Students conduct online investigations resulting in interdisciplinary team interaction and knowledge integration. Adopting the CLIL approach changes engineering students’ attitudes to learning a foreign language, drums up their academic interest, and strengthens their motivation. In addition, the article describes how neural networks are applied for the simulation of physical processes in a virtual laboratory. The advantages of using virtual laboratories for professional-oriented training include linking observable and unobservable phenomena, pointing out essential information, and providing online, adaptive guidance. To evaluate the efficiency of the virtual laboratory environment, we conducted an experiment to assess the effectiveness of an integrated learning course with the elements of a virtual laboratory. The sample was 48 students (23 of them were enrolled on the course based on integrated learning with elements of virtual environment; 25 students studied professional discipline and professional English separately). To collect the data two online testing on English were conducted. The professional discipline was evaluated once at the end of the semester. In addition, we conducted an online survey on motivation for students of both groups to reveal the influence of educational process organization on this indicator. The results of the experiment allowed us to ascertain that the CLIL approach in the virtual laboratory environment resulted in better outcomes and helped the students adopt a more positive attitude to learning English.

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Section: Clil Approach and Its Applications In Tertiary Educationmentioning

confidence: 99%

Section: Clil Approach and Its Applications In Tertiary Educationmentioning

confidence: 99%

Section: Clil Approach and Its Applications In Tertiary Educationmentioning

confidence: 99%

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Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

et al. 2020

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“…As the literature suggests, the roles of teachers in the process of CLIL adjustment is crucial. Experts outline the list of requirements for the content and language teachers as well (Martin, 2015;McDougald, 2016;Ribeiro, 2016). Thus, content teachers, as carriers of field-related language discourse and communication patterns, should demonstrate a high level of communicative competence and teach with the same impulse and attitude as they do when they teach in native language: be sensitive to students' level of comprehension, tolerant to multicultural issues, use paraphrasing, explain in simple language, be ready to adopt innovative interactive pedagogical techniques, materials, or visuals etc.…”

Section: Introductionmentioning

confidence: 99%

The Role of Content and Language Integrated Learning at Ukrainian and Polish Educational Systems: Challenges and Implication

Leshchenko

Lavrysh

Halatsyn

2018

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At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers' roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students' learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.

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“…As a consequence, the most recent curriculum reforms (McDougald, 2016;Usma-Wilches, 2009) in all the territory at all educational levels provide specific methodologies, assessment, and evaluation guidelines that teachers should apply in their classes, considering that traditionally, the foreign language has been taught as a separate component in a decontextualized way.…”

mentioning

confidence: 99%

Cross-Disciplinary Lessons in an Elementary Public Institution

Corzo

Álvarez

Arcila³

2021

Profile: Issues Teach. Prof. Dev.

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This article reports the results of an action-research study, carried out in the fourth grade of a Colombian public elementary school, which sought the integration of the teaching of English and the natural sciences through cross-disciplinary lessons that followed the principles of content-based instruction. Observation, action plan, and evaluation were the ongoing research stages. Interviews, workshops, and the students’ portfolio were the main instruments used to collect data. Results revealed that the cross-disciplinary lessons were appropriate and useful to connect the foreign language learning with other school subjects. Beginner students of English demonstrated an enhancement in the communicative skills and developed contextualized learning strategies, which proved the importance of integrating English with scientific contents as a contribution to curriculum innovations.

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CLIL approaches in education: Opportunities, challenges, or threats?

Cited by 17 publications

References 28 publications

Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

The Role of Content and Language Integrated Learning at Ukrainian and Polish Educational Systems: Challenges and Implication

Cross-Disciplinary Lessons in an Elementary Public Institution

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