CLIL Works In Teaching ICT In Pre-Service Language Education

Abstract

The potential of Content and Language Integrated Learning for developing intercultural competence makes it one of the instruments to pursue a policy of internationalization in tertiary education. However, the creation of certain learning conditions for the successful implementation of different CLIL models is still a controversial issue. There is little research in Russia focused on the plurilingual curricular model of CLIL for university students. The study explores its value in pre-service language education. To create a foreign language-rich environment, 'ICT in Professional Development' was introduced in English to firstyear Linguistics students at Novosibirsk State Technical University. As a research methodology, action research was chosen due to its high level of practical relevance in educational research. The data collected from two cohorts of students through lesson observation, semi-structured interviews, and students' evidence of learning served to identify factors engaging students in studying ICT in English and to evaluate conditions favourable for the achievement of ICT in PD course learning outcomes. The qualitative and quantitative data proved a high educational value of CLIL to students interested professionally in ICT and L2. However, even in a highly motivating environment the students tended to rely on their learning strategies to overcome content and language difficulties. The various factors that influence the student's choice of either L2 or a mixed code or L1 can be considered highly individual and situation-related. To provide more learning opportunities for students to choose from, we revisited lesson plans, teaching materials, and tasks with differentiating and scaffolding techniques.