From EMI to CLIL

González, Jesús Ángel; Andrés, Javier

doi:10.14232/edulingua.2018.1.5

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…Методологическую ценность представляют работы, посвященные сопоставительному анализу различных моделей интеграции языкового и предметного образования [13]. В ряде из них освещены такие проблемные области CLIL, как целеполагание, постановка задач, отбор содержания, методов, приемов, форм, средств обучения для достижения образовательных результатов на уровне колледжа и вуза [14,15]. Рассматриваются также достоинства и недостатки применения этой методики на разных ступенях профессиональной подготовки, трудности ее широкомасштабного внедрения: отсутствие систематических исследований и нормативно-правовой базы для организации контентно-языкового интегрированного обучения; препятствия организационного характера при создании учебных курсов и методические сложности разработки учебных материалов [16].…”

Section: формирование иноязычной профессионально-коммуникативной компunclassified

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

2020

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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.

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Section: формирование иноязычной профессионально-коммуникативной компunclassified

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

2020

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Investigation of the English as a medium of instruction as a pedagogical technology in university educational activities

Litovchenko

Shmeleva

2020

J. Phys.: Conf. Ser.

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In 2020 the world has faced the pandemic situation with COVID-19 that caused a vast amount of challenges for many spheres of human life including the system of higher education. Students and faculty members of higher educational institutions were forced to critically change their learning style using distant technologies, Zoom and Moodle platforms which was not always perceived positively. Nevertheless, the existing situation of restrictions revealed larger opportunities for an increase in English learning and education through English. One of the most popular directions is English as a medium of instruction (EMI). The international character and popularity of English are undisputable, that’s why it is widely used to teach specific subjects in non-native English-speaking countries. Institutions of higher education all over the world start offering educational programs in English for disciplines in different training directions whether it is management or agriculture. The article aims at focusing on implementing EMI in two institutions of higher education in the Siberian Federal District where faculty members teach in English within modern European internationalization trend of offering courses and Master degree programs in English. The authors make an attempt to reveal advantages and disadvantages of EMI implementation and introduction. Based on the works and experiments of foreign scientists and having some experience in using English as a medium of instruction, the authors draw the conclusion that the EMI implementation in its pure form has certain imperfections. Consequently, the authors suggest the set of measures to make this process more effective: first, to search for opportunities for the foreign language additional study by students in the Bachelor’s degree, via elective courses, or Language Learning Business Centers; secondly, to use the so-called CLIL-ised EMI; thirdly, to provide faculty members with English-training courses and ensure the access to the resources for the development of methodological materials.

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International Students' Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction

Lee¹,

Kim²,

Li³

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education.</p>

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From EMI to CLIL

Cited by 4 publications

References 13 publications

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

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

Investigation of the English as a medium of instruction as a pedagogical technology in university educational activities

International Students' Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction

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