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

Leshchenko, Mariya; Lavrysh, Yuliana; Halatsyn, Kateryna

doi:10.20535/2410-8286.133409

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…There are many research works examining the specifics of integrated teaching implementation at education systems in different countries: Poland (Czura et al, 2009;Leshchenko et al, 2018;Papaja, 2013), Germany (Dallinger et al, 2018;Hallet, 2015), Denmark (van Kampen et al, 2020); Spain (Ardeo, 2019;Marsh, 2013;Merino and Lasagabaster, 2018); Latin America (McDougald, 2016); North America (Maguire-Fong and Mangione, 2016); India (Doraisamy and Radhakrishnan, 2013); Kazakhstan (Dontsov and Burdina, 2018); China (Xiao, 2016). But despite the fact that all education systems have their own specific features of integrated teaching implementation, all scholars stress that such integrated technique works successfully in every educational environment.…”

Section: Discussionmentioning

confidence: 99%

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

Семеріков¹,

Osadchyi²,

Kuzminska³

2022

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.

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Section: Discussionmentioning

confidence: 99%

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

Семеріков¹,

Osadchyi²,

Kuzminska³

2022

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“…From the feedback, one can find that there are several basic types of ECBES activities which can facilitate the learners' academic achievements in ME despite the lack of linguistic experience and resources (Leshchenko, Lavrysh, & Halatsyn, 2018).…”

Section: Medical Learners and Medical English (Me) Curriculummentioning

confidence: 99%

“…In some way, corpus linguistics is the path to gather, organize, and analyze language. As one of the most important key terms, concordance is the "collected wordforms" (Flowerdew, 2015;Lamy & Mortensen, 2017;Sinclair, 1991) that existed in their surroundings. There is a consensus of academic and specialized processes in learning or teaching Medical English (ME) such as information summary, perspectives estimation, and conclusions' drawing is required.…”

Section: Introductionmentioning

confidence: 99%

Developing Medical Learning Materials to Promote Learners’ Creativity: A Corpus-based Case Study

Niu¹,

Dhamotharan²

2020

AWEJ

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For a long time in Mainland China, there exists a need for authentic supplementary materials and an extensive native speaker environment in courses like English as a Foreign Language and English for Specific Purposes. Yet, how to promote learners’ creativity in the process of developing medical learning materials practice? This study aims to develop certain medical learning materials as an Enriched Corpus-Based English Supplement. Developing those proper medical learning materials for medical learners can help them to develop relevant strategies of corpus-based learning creatively. It had been conducted from December 2016 to November 2019 with four teachers and 180 third-year medical students at Xinxiang Medical University in the Medical English course. Mixed methods were chosen to observe and investigate the use of ECBES among third-year medical students. Both quantitative and qualitative data in the learning process and the outcome had been collected and analyzed. The practice showed that more than 60% of the learners thought they were language learners; their needs were the starting point of enriching creative supplementary materials. Quantitative data of learners’ production after the practice were displayed, which implied that the ECBES practice of four skills was practical and useful. Then it discussed several aspects of qualitative indexes for the learners’ creative production, such as their choosing autonomy opportunities, practice opportunities from the learners’ views. The findings suggested that certain corpus-based materials could be developed to promote learners’ creativity in ESP learning.

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“…In this line, Aguilar and Muñoz (2014) identified the benefits of using CLIL for engineering students in Spain. Banegas and Beamud (2020) investigated the use of CLIL in higher education in Argentina and Spain based on a duoethnographic approach; Leshchenko, Lavrysh, and Halatsyn (2018) identified operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and measured up functioning features of this approach by means of SWOT analysis. The focus of Bentley's (2010) study was to develop tests on the professional competence of teachers in applying CLIL.…”

Section: Introductionmentioning

confidence: 99%

Clil in Tourism Students’ Multicultural Competence Development

2021

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The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.

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

Cited by 6 publications

References 13 publications

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

Developing Medical Learning Materials to Promote Learners’ Creativity: A Corpus-based Case Study

Clil in Tourism Students’ Multicultural Competence Development

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