INTEGRIRANO USVAJANJE STRANOGA JEZIKA I SADRŽAJA (CLIL): PREDNOSTI, IZAZOVI I MJERE
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Објављено:
Nov 20, 2020
Кључне речи:
CLIL, nastavnici, stavovi, izazovi, mjere, strani jezici, nastava
Главни садржај чланка
Сажетак
Integrirano poučavanje jezika i sadržaja (eng. CLIL) inovativni je pristup nastavi koji potiče višejezično obrazovanje u Europi. Iznimno je važno da CLIL nastavnici imaju jezične i metodičke kompetencije za poučavanje sadržaja (nastavnih predmeta) na stranome jeziku, izradu materijala, provjeravanje znanja i upravljanje učionicom. Međutim, mali broj nastavnika posjeduje navedene kompetencije. Uporabom polustrukturiranih intervjua s osam nastavnika uključenih u CLIL nastavu u jednoj riječkoj gimnaziji u ovome se radu ispituju njihovi stavovi prema CLIL-u, izazovi s kojima se susreću i mjere koje bi preporučili za savladavanje izazova CLIL-a. Rezultati upućuju da nastavnici imaju pozitivan stav prema CLIL-u i podržavaju njegovo uvođenje. Poteškoće s kojima se susreću odnose se na nedostatno poznavanje stranoga jezika, prilagodbu nastavnih materijala nastavi na stranome jeziku, poravnavanje CLIL predmeta s kurikulom i provjerom učenikova znanja. Zaključujemo da valja više pozornosti posvetiti tom obliku nastave u školama.
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Како цитирати
Vodopija-Krstanović, I. V., & Badurina, D. R. (2020). INTEGRIRANO USVAJANJE STRANOGA JEZIKA I SADRŽAJA (CLIL): PREDNOSTI, IZAZOVI I MJERE. Методички видици, 11(11), 69–90. https://doi.org/10.19090/mv.2020.11.69-90
Bрој часописа
Секција
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
Референце
Ball, P., Kelly. K., Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press.
Badertscher, H., Bieri, T. (2009). Wissenserwerb im Content and Language Integrated Learning, Empirische Befunde und Interpretationen. Bern: Haupt.
Basturkmen, H. (2018). Dealing with language issues during subject teaching in EMI: The perspectives of two accounting lecturers. TESOL Quarterly 52 (3): 692–700. DOI: 10.1002/tesq.460.
Bićanić, D. J., Opašić, G. M. (2019). Korektivna povratna informacija u poučavanju materinskoga jezika. Methodical Perspectives 10 (10): 13–31. DOI: 10.19090/mv.2019.10.13-31.
Brevik, L. M., Moe, E. (2012). Effects of CLIL teaching on langauge outcomes, in Collabration in Language Testing and Assessment, ed. D. Tsagari, I. Csépes (Pieterlen: Peter Lang): 213–227.
Chen, Y-L. E., Kraklow, D. (2014). Taiwanese college students' motivation and engagement for English learning in the context of internationalisation at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education: 1–19. DOI: 10.1177/1028315314533607.
Council recommendation of 22 May 2018 on Key Competences for LifeLong Learning. Pristupljeno 1. 2. 2020. URL:.
Council recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages. Pristupljeno 1. 12. 2019. URL:.
Council resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union. Pristupljeno 1. 10. 2010. URL:.
Drljača Margić, B., Vodopija-Krstanović, I. (2017). English-medium Instruction: Glocal Issues in Higher Education. Oxford/Bern/Berlin/Bruxelles/Frankfurt am Main/New York/Wein: Peter Lang. DOI: 10.3726/b10418.
Drljača Margić, B., Vodopija-Krstanović, I. (2018). Language development for English-mediuminstruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes 35: 31–41. DOI: 10.1016/j.jeap.2018.06.005.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language. Culture and Curriculum 28 (1): 8–24. DOI: 10.1080/07908318.2014.1000922
Coyle, D. (1999). Theory and planning for effective classrooms: Supporting students in content and language integrated learning contexts, in Learning through a foreign language, ed. M. John (London: CILT): 46–62.
Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and language integrated learning. United Kingdom: Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe, in Future Perspectives for English Language Teaching, eds. W. Delanoy, L. Volkmann (Heidelberg: Carl Winter): 139–157.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics 31: 182–204. DOI: 10.1017/S0267190511000092.
Denzin, N. K., Lincoln, Y. S. (1998). Strategies of Qualitative Inquiry. Thousand Oaks: Sage Publications.
Eurydice (2006). Content and language integrated learning at school in Europe. Brussels: Eurydice European Unit. Pristupljeno 15. 7. 2019. URL:.
Eurydice (2017). Eurydice Brief: Key Data on Teaching Languages at School in Europe. Pristupljeno 31. 8. 2019. URL:.
Geiger-Jaillet, A., Wolff, D., Mehisto, P., Marsh, D. (2011). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages.
Gibbs, G. (2008). Analysing Qualitative Data. Thousand Oaks: Sage Publications.
Graddol, D. (2006). English Next. London: British Council. Pristupljeno 30. 8. 2010.
URL:
Heine. L. (2008). Task-based cognition of bilingual learners in subject-specific cintexts, in Task-Based Language Learning and Teaching: Theoretical, Methodological and Pedagogical Perspectives, eds. J. Eckerth, S. Seiksmann (Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang): 203–226.
Hendrikx, I., Van Goethem, K. (2020). Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education and Bilingualism: 1–25.
DOI: 10.1080/13670050.2020.1720592.
Housen, A. (2013). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal 26 (1): 45–64. DOI: 10.1080/15235882.2002.10668698.
Kampmark, N. V. (2019). EAL in vocational education: needs analysis and course syllabus design. Methodical Perspectives 10 (10): 113–137. DOI: 10.19090/mv.2019.10.113-137.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies? The Canadian Modern Language Review/La revue canadienne des langues vivantes 66 (2): 233–267. DOI: 10.3138/cmlr.66.2.233.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1 (1): 31–42. DOI: 10.2174/1874913500801010030.
Lasgabaster, D., Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language awareness 25 (1–2): 1–17. DOI: 10.1080/ 09658416.2015.1122019.
Lo, Y. Y. (2014). Collaboration between L2 and content subject teacher in CBI: Contrasting beliefs and attitudes. RELC Journal 45 (2): 181–196. DOI: 10.1177/0033688214535054.
Lo, Y. Y. (2020). Professional Development of CLIL Teachers. Singapore: Springer.
Lyster, R., Mori, H. E. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28: 269–300. DOI: 10.1017/S0272263106060128.
Mariño, C. M. (2014). Towards implementing CLIL at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal 16 (2): 151–160. DOI: 10.14483.
Marsh, H. W., Hau, K. T., Kong, C. T. (2002). Multilevel causal ordering of academic self-concept an achievement: Influence of language of instruction (English vs. Chinese) for Hong Kong students. American Educational Research Journal 39: 727–763. DOI: 10.3102/00028312039003727.
Marsh, D., Mehisto, P., Wolff, D., Frigols M. J. (2010). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages. Pristupljeno 1. 2. 2012.
URL:.
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal 17 (1): 25–41. DOI: 10.14483/udistrital.jour.calj.2015.1.a02.
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal 49(1): 9–23. DOI: 10.1177/0033688217738817.
Mehisto, P., Marsh, D., Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: Macmillan.
Merino, J. A., Lasagabaster, D. (2018). The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28 (1): 18–30. DOI: 10.1111/ijal.12177.
Met, M. (1994). Teaching Content Through a Second language, in Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community, ed. F. Genesee (Cambridge University Press: New York): 159–182.
Nikula, T. (2017). CLIL: A European Approach to Bilingual Education, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 111–124.
Radić-Bojanić, B. B., Pop-Jovanov, D. M. (2018). Workshops in education: theoretical and practical issues. Methodical Perspectives 9 (9): 223–234. DOI: 10.19090/mv.2018.9.223-234.
Ruiz de Zarobe, Y. (2008). CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country. International CLIL Research Journal 1 (1): 60–73.
Serragiotto, G. (2007). Assessment and Evaluation in CLIL, in Diverse Contexts- Converging Goals: CLIL in Europe, eds. D. Marsh, D. Wolff (Frankfurt: Peter Lang): 271–286.
Stoller, F., Fitzsimmons-Doolan, S. (2017). Content-Based Instruction, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 85–96.
Tsuneyoshi, R. (2005). Internationalization strategies in Japan. Journal of Research in International Education 4 (1): 65–68. DOI: 10.1177/1475240905050291.
Vázquez, V. P., Ellison, M. (2013). Examining teacher roles and competences in content and language integrated learning (CLIL). Linguarum Arena: Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto 4: 65–78.
Vázquez, V. P., Méndez García, M. C. (2017). Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL). Journal of English Studies 15: 235–260. DOI: 10.18172/jes.3227.
Vilkancienė, L., Rozgienė, I. (2017). CLIL teacher competences and attitudes. Sustainable Multilingualism 11 (1): 196–218. DOI: 10.1515/sm-2017-0019.
Vodopija-Krstanović, I., Brala Vukanović, M. (2012). EFL students' perspectives on English: the (widening) gap between ideals and practices. Revista Brasilera de Linguística Aplicada (Brazilian Journal of Applied Linguistics) 12 (2): 285–309. DOI: 10.1590/S1984-63982012000200004.
Vodopija-Krstanović, I., Marinac, M. (2019). English as an International Language and English Language Teaching: The Theory vs. Practise Divide. Iranian Journal of Language Teaching Research 7 (2): 19–38. Pristupljeno 10. 10. 2019. URL:< http://ijltr.urmia.ac.ir/article_120696.html>.
White Paper on Education and training - Teaching and Learning Towards the Learning Society 1995. Pristupljeno 31. 3. 2006. URL:.
Badertscher, H., Bieri, T. (2009). Wissenserwerb im Content and Language Integrated Learning, Empirische Befunde und Interpretationen. Bern: Haupt.
Basturkmen, H. (2018). Dealing with language issues during subject teaching in EMI: The perspectives of two accounting lecturers. TESOL Quarterly 52 (3): 692–700. DOI: 10.1002/tesq.460.
Bićanić, D. J., Opašić, G. M. (2019). Korektivna povratna informacija u poučavanju materinskoga jezika. Methodical Perspectives 10 (10): 13–31. DOI: 10.19090/mv.2019.10.13-31.
Brevik, L. M., Moe, E. (2012). Effects of CLIL teaching on langauge outcomes, in Collabration in Language Testing and Assessment, ed. D. Tsagari, I. Csépes (Pieterlen: Peter Lang): 213–227.
Chen, Y-L. E., Kraklow, D. (2014). Taiwanese college students' motivation and engagement for English learning in the context of internationalisation at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education: 1–19. DOI: 10.1177/1028315314533607.
Council recommendation of 22 May 2018 on Key Competences for LifeLong Learning. Pristupljeno 1. 2. 2020. URL:
Council recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages. Pristupljeno 1. 12. 2019. URL:
Council resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union. Pristupljeno 1. 10. 2010. URL:
Drljača Margić, B., Vodopija-Krstanović, I. (2017). English-medium Instruction: Glocal Issues in Higher Education. Oxford/Bern/Berlin/Bruxelles/Frankfurt am Main/New York/Wein: Peter Lang. DOI: 10.3726/b10418.
Drljača Margić, B., Vodopija-Krstanović, I. (2018). Language development for English-mediuminstruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes 35: 31–41. DOI: 10.1016/j.jeap.2018.06.005.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language. Culture and Curriculum 28 (1): 8–24. DOI: 10.1080/07908318.2014.1000922
Coyle, D. (1999). Theory and planning for effective classrooms: Supporting students in content and language integrated learning contexts, in Learning through a foreign language, ed. M. John (London: CILT): 46–62.
Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and language integrated learning. United Kingdom: Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe, in Future Perspectives for English Language Teaching, eds. W. Delanoy, L. Volkmann (Heidelberg: Carl Winter): 139–157.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics 31: 182–204. DOI: 10.1017/S0267190511000092.
Denzin, N. K., Lincoln, Y. S. (1998). Strategies of Qualitative Inquiry. Thousand Oaks: Sage Publications.
Eurydice (2006). Content and language integrated learning at school in Europe. Brussels: Eurydice European Unit. Pristupljeno 15. 7. 2019. URL:
Eurydice (2017). Eurydice Brief: Key Data on Teaching Languages at School in Europe. Pristupljeno 31. 8. 2019. URL:
Geiger-Jaillet, A., Wolff, D., Mehisto, P., Marsh, D. (2011). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages.
Gibbs, G. (2008). Analysing Qualitative Data. Thousand Oaks: Sage Publications.
Graddol, D. (2006). English Next. London: British Council. Pristupljeno 30. 8. 2010.
URL:
Heine. L. (2008). Task-based cognition of bilingual learners in subject-specific cintexts, in Task-Based Language Learning and Teaching: Theoretical, Methodological and Pedagogical Perspectives, eds. J. Eckerth, S. Seiksmann (Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang): 203–226.
Hendrikx, I., Van Goethem, K. (2020). Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education and Bilingualism: 1–25.
DOI: 10.1080/13670050.2020.1720592.
Housen, A. (2013). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal 26 (1): 45–64. DOI: 10.1080/15235882.2002.10668698.
Kampmark, N. V. (2019). EAL in vocational education: needs analysis and course syllabus design. Methodical Perspectives 10 (10): 113–137. DOI: 10.19090/mv.2019.10.113-137.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies? The Canadian Modern Language Review/La revue canadienne des langues vivantes 66 (2): 233–267. DOI: 10.3138/cmlr.66.2.233.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1 (1): 31–42. DOI: 10.2174/1874913500801010030.
Lasgabaster, D., Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language awareness 25 (1–2): 1–17. DOI: 10.1080/ 09658416.2015.1122019.
Lo, Y. Y. (2014). Collaboration between L2 and content subject teacher in CBI: Contrasting beliefs and attitudes. RELC Journal 45 (2): 181–196. DOI: 10.1177/0033688214535054.
Lo, Y. Y. (2020). Professional Development of CLIL Teachers. Singapore: Springer.
Lyster, R., Mori, H. E. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28: 269–300. DOI: 10.1017/S0272263106060128.
Mariño, C. M. (2014). Towards implementing CLIL at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal 16 (2): 151–160. DOI: 10.14483.
Marsh, H. W., Hau, K. T., Kong, C. T. (2002). Multilevel causal ordering of academic self-concept an achievement: Influence of language of instruction (English vs. Chinese) for Hong Kong students. American Educational Research Journal 39: 727–763. DOI: 10.3102/00028312039003727.
Marsh, D., Mehisto, P., Wolff, D., Frigols M. J. (2010). European Framework for CLIL Teacher Education. Graz: European Centre for Modern languages. Pristupljeno 1. 2. 2012.
URL:
McDougald, J. (2015). Teachers' attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal 17 (1): 25–41. DOI: 10.14483/udistrital.jour.calj.2015.1.a02.
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal 49(1): 9–23. DOI: 10.1177/0033688217738817.
Mehisto, P., Marsh, D., Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK: Macmillan.
Merino, J. A., Lasagabaster, D. (2018). The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28 (1): 18–30. DOI: 10.1111/ijal.12177.
Met, M. (1994). Teaching Content Through a Second language, in Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community, ed. F. Genesee (Cambridge University Press: New York): 159–182.
Nikula, T. (2017). CLIL: A European Approach to Bilingual Education, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 111–124.
Radić-Bojanić, B. B., Pop-Jovanov, D. M. (2018). Workshops in education: theoretical and practical issues. Methodical Perspectives 9 (9): 223–234. DOI: 10.19090/mv.2018.9.223-234.
Ruiz de Zarobe, Y. (2008). CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country. International CLIL Research Journal 1 (1): 60–73.
Serragiotto, G. (2007). Assessment and Evaluation in CLIL, in Diverse Contexts- Converging Goals: CLIL in Europe, eds. D. Marsh, D. Wolff (Frankfurt: Peter Lang): 271–286.
Stoller, F., Fitzsimmons-Doolan, S. (2017). Content-Based Instruction, in Second and Foreign language Education, eds. N. Van Deusen-Scholl, S. May (Cham: Springer): 85–96.
Tsuneyoshi, R. (2005). Internationalization strategies in Japan. Journal of Research in International Education 4 (1): 65–68. DOI: 10.1177/1475240905050291.
Vázquez, V. P., Ellison, M. (2013). Examining teacher roles and competences in content and language integrated learning (CLIL). Linguarum Arena: Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto 4: 65–78.
Vázquez, V. P., Méndez García, M. C. (2017). Analysing teachers' roles regarding cross-curricular coordination in Content and Language Integrated Learning (CLIL). Journal of English Studies 15: 235–260. DOI: 10.18172/jes.3227.
Vilkancienė, L., Rozgienė, I. (2017). CLIL teacher competences and attitudes. Sustainable Multilingualism 11 (1): 196–218. DOI: 10.1515/sm-2017-0019.
Vodopija-Krstanović, I., Brala Vukanović, M. (2012). EFL students' perspectives on English: the (widening) gap between ideals and practices. Revista Brasilera de Linguística Aplicada (Brazilian Journal of Applied Linguistics) 12 (2): 285–309. DOI: 10.1590/S1984-63982012000200004.
Vodopija-Krstanović, I., Marinac, M. (2019). English as an International Language and English Language Teaching: The Theory vs. Practise Divide. Iranian Journal of Language Teaching Research 7 (2): 19–38. Pristupljeno 10. 10. 2019. URL:< http://ijltr.urmia.ac.ir/article_120696.html>.
White Paper on Education and training - Teaching and Learning Towards the Learning Society 1995. Pristupljeno 31. 3. 2006. URL: