Menu: Home :: go to Journal :: switch to Russian :: switch to English
You are here: all Journals and Issues→ Journal→ Issue→ Article

Content and language integrated learning in the natural sciences setting

Annotation

The problem of insufficient practice-oriented teaching of foreign languages in natural sciences in modern education is examined. Students fail to sufficiently develop the competencies required in professional activities due to the lack of opportunities to apply theoretical knowledge in authentic conditions. The aim of the work is to find the advantages of applying integrated content and language learning to increase the degree of involvement of foreign language communication skills in professional activities. Integration will allow to involve more professionally oriented texts in teaching languages, which will lead not only to the development of vocabulary specific to a certain scientific and professional field, but also to knowledge enrichment by experience of foreign colleagues, which is provided by authentic sources. The study is based on the results of the practical application of integrated subject-language learning in the world, based on which the analysis and generalization of the problems of its application in relation to science disciplines was conducted. As a result, it is found that integrated learning has a positive impact on the student's ability to engage in foreign-language professional-academic discourse, as well as increasing student motivation.

Keywords

content and language learning, geographycal education, problem-based learning, communicative approach, CBLT

Full-text in one file

Download

UDC

371.3

Pages

29-41

References

1. Duit R. Science education research internationally: Conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science and Technology Education, 2007, vol. 3, no. 1, pp. 3-15. 2. Roberts D., Bybee R. Scientific Literacy, Science Literacy, and Science Education. Handbook of Research on Science Education. New-York, Routledge, 2014, vol. 2, pp. 545-558. 3. Sysoyev P.V. Diskussionnyye voprosy vnedreniya predmetno-yazykovogo integrirovannogo obucheniya studentov professional’nomu obshcheniyu v Rossii [Debatable issues of the implementation of subject-language integrated training of students in professional communication in Russia]. Yazyk i kul’tura – Language and Culture, 2019, no. 48, pp. 349-371. (In Russian). 4. Beacco J.-C., Byram M., Cavalli M. Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg, Primento Digital Publishing, 2010. 5. Marsh D. English as a medium of instruction in the new global linguistic order: Global characteristics, local consequences. Second Annual Conference for Middle East Teachers of Science, Mathematics and Computing. 2006, pp. 29-38. 6. Dearden J. English as a medium of instruction – a growing global phenomenon. Available at: https://www.teachingenglish.org.uk/sites/teacheng/files/pub_E484 EMI - Cover option_3 FINAL_Web.pdf (accessed 12.09.2021). 7. Coyle D., Hood P., Marsh D. CLIL Content and Language Integrated Learning. Cambridge, UK, Cambridge University Press, 2010, 184 p. 8. Dalton-Puffer C. Discourse in Content and Language Integrated Learning (CLIL) classroom. Amsterdam, John Benjamins Publ., 2007, 330 p. 9. Lasagabaster J., Sierra M. Immersion and CLIL in English: more differences than similarities. ELT Journal, 2010, vol. 64, no. 4, pp. 367-375. 10. Mariotti C. Negotiated interactions and repair patterns in CLIL settings. VIEWS, 2006, vol. 15, no. 3, pp. 33-39. 11. Vásquez V.P., Ellison M. Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Linguarum Arena, 2013, vol. 4, pp. 65-78. 12. Hymes D.H. On Communicative Competence. Sociolinguistics. Selected Readings. Harmondsworth, Penguin Publ., 1972, pp. 269-293. 13. Piacentini V. CLIL and Science Education. A review for a Language focus in Science teaching CLIL and Science education. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 2021, vol. 16, no. 3, pp. 115-125. 14. John D. Integrating CLIL with CLT to Develop Speaking Skills in the Engineering Classroom. Researchgate online journal, 2017. Available at: https://www.researchgate.net/publication/319534780_Integrating_CLIL_with_CLT_to_develop_speaking_skills_in_the_engineering_classroom (accessed 07.09.2021) 15. Moore E., Evnitskaya N., Ramos-de Robles S.L. Teaching and learning science in linguistically diverse classrooms. Cultural Studies of Science Education, 2018, vol. 13, no. 2, pp. 341-352. 16. Wellington M., Osborne J. The implications of the non-linguistic modes of meaning for language learners in science. International Journal of Science Education, 2001, vol. 42, no. 7, pp. 1041-1067. 17. Dalton-Puffer C. Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 2011, no. 31, pp. 182-204. 18. Bryksina I.E., Murunov S.S. Polikul’turnaya yazykovaya lichnost’ s tochki zreniya strukturalizma [Multicultural Linguistic Personality from a Structuralist Perspective]. Materialy XVI Mezhdunarodnoy nauchno-prakticheskoy Internet-konferentsii «Lichnostnoye i professional’noye razvitiye budushchego spetsialista» [Proceedings of the 16th International Scientific and Practical Internet Conference “Personal and professional development of the future specialist”]. Tambov, “Derzhavinskiy” Publ. House, 2020, pp. 9-13. (In Russian). 19. Pladevall R.C., Evnitskaya N. Rethink, rewrite, remake, or learning to teach science through English. AICLE – CLIL – EMILE. Educació plurilingüe. Experiencias, research and polítiques, 2011, vol. 2, pp. 167-177.

Received

2021-10-10

Section of issue

Pedagogy

Для корректной работы сайта используйте один из современных браузеров. Например, Firefox 55, Chrome 60 или более новые.