CLIL in Slovakia: projects, research, and teacher training (2005-2015)

Pokrivčáková, Silvia

doi:10.17846/clil.2015.17-29

Cited by 10 publications

(9 citation statements)

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“…Unfortunately, there is no official statistical data indicating exact numbers of primary and secondary schools applying CLIL. However, based on the number of school projects and published works it can be concluded that the number of primary schools applying CLIL is much higher than the number of CLIL secondary schools Pokrivčáková (2015).…”

Section: Content and Language Integrated Learning In Slovakia And In Spainmentioning

confidence: 99%

“…One of the Slovak scholars who devoted a significant amount of time to CLIL research, S. Pokrivčáková, (2015) summarizes the current situation in applying CLIL at Slovak schools. The author emphasizes the difference between integrating CLIL in bilingual and mainstream schools.…”

Section: Content and Language Integrated Learning In Slovakia And In Spainmentioning

confidence: 99%

“…According to Pokrivčáková (2015, p. 17), "most Slovak schools which apply CLIL integrate teaching in Slovak as a mother language and English as a foreign language." The second most frequent foreign language that would be used within CLIL in Slovakia is German and just a few schools apply CLIL in Spanish and French or alternatively Russian and Italian, as these languages are considered as the second foreign languages (Pokrivčáková, 2015). Trníková (2015, p. 49) identifies the goal of the CLIL methodology in primary school, which is to prepare learners for purposeful and intensive learning of foreign language in high school.…”

Section: Content and Language Integrated Learning In Slovakia And In Spainmentioning

confidence: 99%

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Comparison of Content and Language Integrated Learning in the Primary Level in Spain and Slovakia

Pavelová

2020

SIE

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As many authors agree, positive associations of Content Language Academic Learning have attracted numerous researchers, administrators, teacher educators and teachers, particularly those in the field of English as a foreign language. One of the main goals of the presented article is to offer a comparative analysis of CLIL approach at primary level in Spain and in Slovakia. The need for elaborating this issue is related to the diversity of language and the fact that CLIL has become prolific phenomenon in recent years, especially in pedagogical communication. The paper responds to different claims of the proponents of CLIL emphasizing its numerous benefits. Apart from that, the following paper provides a critical empirical examination of the positive CLIL outcomes in order to identify better its strengths in EFL. Due to distance, a sample of five Spanish teachers and five Slovak teachers at the primary level has been chosen randomly to respond to the online interview elaborating the use of CLIL in the classroom. In order to gain the results of the qualitative nature, the online interview included open-ended questions. Benefits of CLIL could be reflected in the enhanced motivation inside and outside the classroom, the need of students and teachers for critical thinking, requirement for a better concentration and in many other areas. The article presents current findings and brings the possibilities for implementing CLIL into more classrooms and enhancing pedagogical communication in foreign language classrooms.

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Section: Content and Language Integrated Learning In Slovakia And In Spainmentioning

confidence: 99%

Section: Content and Language Integrated Learning In Slovakia And In Spainmentioning

confidence: 99%

Section: Content and Language Integrated Learning In Slovakia And In Spainmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of Content and Language Integrated Learning in the Primary Level in Spain and Slovakia

Pavelová

2020

SIE

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“…Also, from a linguo-didactic point of view, mixed-language communication cannot be regarded as something ultimately "evil" (especially with students of diverse language proficiency ranging from A2 to C1) since it is also one of the specifics of the CLIL (Content and Language Integrated Learning) approach used successfully in different subjects to enhance both content and language knowledge (Kováčiková, 2020;Pokrivčáková et al, 2015;Yang, 2016).…”

Section: Research Questionmentioning

confidence: 99%

Implementing Design Thinking and Peer Instruction in an Online Environment to Develop Tourism Undergraduates’ English Language Skills

Sándorová

Beták

2022

Journal of Language and Cultural Education

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Design thinking (DT) and Peer Instruction (PI) are two different and seemingly distant methods. However, both rely on students’ active participation, cooperation and communication with each other. Due to these features, therefore, they have the potential to foster foreign language competences successfully. Nevertheless, what if they were employed in a purely online learning environment? Could they still bring the praised learning outcomes, such as better conceptual understanding, more effective problem-solving, communication and teamwork skills, and increased student engagement and creativity? The present study aims to answer the given question by giving insight into implementing the methods in English for Specific Purposes courses at Constantine, the Philosopher University in Nitra (Slovakia). The action research findings were juxtaposed to the interview and questionnaire results revealing 101 tourism undergraduates’ views. Despite some technical issues and the students’ mixed-language communication, both DT and PI proved to be almost as effective in a purely online environment as in the case of a traditional classroom in terms of developing foreign language competences and problem-solving skills, creative or critical thinking, as well as enhancing teamwork and motivation.

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“…В данной связи представляется необходимым обозначить ряд особенностей применения методики CLIL на этапе начального обучения, которые, по мнению С. Покривчаковой (Pokrivčáková, 2010) включают следующие: приоритет в обучении отдается коммуникации, при этом беглость в использовании иностранного языка поощряется больше, чем точность, которая важна лишь для фонетической стороны речи; широкое применение технологии активного слушания; стимулирование творческой активности обучающихся посредством тщательного выбора заданий согласно интересам, сложности и стилям обучения; включение двигательной активности в образовательный процесс; конкретность и реальность учебных заданий.…”

Section: обзор литературыunclassified

Untitled

2022

IAL

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Материалы посвящены актуальным проблемам преподавания иностранного языка делового общения, современным тенденциям профессионально-ориентированного обучения иностранным языкам, использованию новых информационных технологий в учебном процессе, стратегиям обучения переводу в неязыковом ВУЗе, актуальным проблемам современной лингвистики. Тексты материалов печатаются в авторской редакции. Журнал индексируется ВАК, РИНЦ, Google Scholar, Ulrich's Periodicals, Crossref, EBSCO. Некоммерческое партнерство НОПДиПО создано при поддержке РУДН. 2306-1286 (Print)© Российский университет дружбы народов, 2541-7614 (Online)

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CLIL in Slovakia: projects, research, and teacher training (2005-2015)

Cited by 10 publications

References 0 publications

Comparison of Content and Language Integrated Learning in the Primary Level in Spain and Slovakia

Comparison of Content and Language Integrated Learning in the Primary Level in Spain and Slovakia

Implementing Design Thinking and Peer Instruction in an Online Environment to Develop Tourism Undergraduates’ English Language Skills

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