Developing foreign language professional-communicative competence of pedagogical university students by means of CLIL

Abstract

Introduction. The article describes a study of an original CLILbased teaching model at a teacher-training university, designed specifically to develop students’ foreign language professional-communicative competence (FLPCC). Its relevance is due to a lack of research into applying CLIL theory and methodology in teacher-training institutions of higher education, as well as to a practical need to improve the quality of pedagogy undergraduates’ foreign language instruction.The aim of the present study is to substantiate the effectiveness of implementing the proposed CLIL-based FLPCC development model at a pedagogical university.Methodology and research methods. The proposed model integrates the communicative and competence-based approaches, as well as the method of conceptual modelling. To assess and confirm the results of the experiment, the authors created a diagnostic complex test in accordance with the Professional Teacher Standard. A feedback survey among students and teachers was conducted, and a SWOT analysis was carried out. The applied methods of mathematical-statistical analysis: Mann – Whitney U-test, Student’s t-test.Results and scientific novelty. Experimentally and statistically, the study proved the effectiveness of the proposed CLIL-based FLPCC development model. A new model-based CLIL-course was introduced, uniting the content, communicational, cognitive and cultural components of CLIL framework. The conducted experiment contributed to an increase in professional and subjectlanguage knowledge, development of the FLPCC skills and professional and communicative strategies, aimed at solving professional and pedagogical problems. The study presents a new perspective on tandem teaching by integrating the efforts of teachers from various scientific fields. A diagnostic complex test was developed in accordance with the Professional Teacher Standard. SWOT analysis of experimental results revealed the effectiveness and viability of the proposed model.Practical significance. The study will be useful to teachers practicing CLIL, and for those looking for ways to develop FLPCC in a teacher training institution. Although the experimental work carried out in one university, does not claim to be comprehensive, the authors believe that the model implementation may improve the quality of teacher education.

Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review

“…In this way, we analysed 151 references, 56 of which were excluded because they were papers found in both databases. The remaining 95 were evaluated for suitability based on their abstracts, and if there was any uncertainty, the complete text was examined Finally, this figure was reduced to 52 (Figure 1) due to the following exclusion criteria: the full text was not in English or Spanish (exclusion criterion b) [32][33][34][35][36]; CLIL or EMI was applied in disciplines other than mathematics (exclusion criterion c) [32,; the immersion or bilingual program was not CLIL, CBI and/or EMI (exclusion criterion d) [57,61,62]; research carried out in contexts where the use of CLIL, CBI or EMI for the teaching of mathematics is not English as L2 (exclusion criterion e) [13,17,[62][63][64][65]; research carried out in an instructional setting where the target population's L1 is English (exclusion criterion f) [56,[66][67][68][69]; and non-empirical studies (exclusion criterion g) [70,71].…”

Teachers’ and students’ attitudes towards feedback: Contradictions and development trends

“…Для этого она должна носить непрерывный, доверительный, разноформатный и побуждающий ученика к развитию внутренней образовательной мотивации характер, согласно D. Carless и D. Boud [5]. В исследовании О. Г. Бырдиной, Е. А. Юриновой, С. Г. Долженко, где студенты оценивали эффективность предметных курсов в развернутой анкете обратной связи, содержащей этот компонент, была убедительно показана выраженность самокритичной, конструктивной позиции у абсолютного большинства респондентов [25].…”

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

“…Yurinova, S.G. Dolzhenko presents the content and technological support of the process of foreign language formation competence through CLIL in the conditions of a pedagogical university. The experience of organizing tandem training of students by teachers from different scientific fields is presented [4]. The same researchers (O.G.…”