Тhe essence of content and language integrated learning when teaching english to students of non-language faculties
DOI: http://dx.doi.org/10.31548/philolog2019.01.134
Abstract
The article is devoted to the essence of the content and language integrated learning when teaching English to students of non-language faculties. It has been established that the CLIL methodology arose under the influence of globalization processes, which in turn are associated with the rapid rate of socio-economic changes; technologization and computerization;, and the formation of millennials. On the basis of the analysis of scientific literature, it is established that CLIL 1) creates the conditions for a naturalistic approach to learning a language; 2) stimulates active communication during English classes; 3) forms a positive motivation to learn English, 3) puts the emphasis on the content, rather than the form of expression. It is established that the essence of CLIL is a combination of the content of learning, communication, cognition, and culture. The main characteristics of CLIL are highlighted (active position of the teacher, clear instructions, setting of the results of educational activities; demonstration or presentation of educational material, feedback with students, practically directed tasks or experimental tasks). The experience of introducing CLIL to students of the National University of Life and Environmental Sciences of Ukraine is presented.
For example, when teaching students, specializing in biotechnology, we partly duplicate the material studied by students on subjects in the specialty. According to the program on the course "Technical microbiology", we discuss the following issues with students:
• definition of "microbiology", purpose and tasks of studying the course "Technical microbiology";
• morphology and systematics of microorganisms;
• physiology of microorganisms;
• the influence of environmental factors on microorganisms.
We study the material almost at the same time, which allows students to consolidate the knowledge and once again to learn it in English. It should be noted that this is especially useful and interesting for those students who are going to continue their education in other countries.
It should be noted that we try to organize teaching process in accordance with the basic principles of CLIL methodology. Depending on the level of knowledge of students and their individual characteristics, classes may include presentations in English with further discussions. Brainstorm activity is also challenging for students. For this game students are divided into small groups. At the first stage students are given ten minutes to make up questions to another team. The second part of the game is devoted to their discussion. The game is run by a leader who is also selected from the students. At the third stage, the teacher analyses mistakes made by students.
One more type of activity by CLIL method is to work with special texts. For this type of activity students are also divided into small groups, each of them is given a text on specialty, in which there are some inaccuracies or errors in the content. The task of students is to find and correct mistakes and to present their topic to the other groups.
To sum up, we shall say that the teacher plays an important role in the successful implementation of CLIL. His/her task is to choose interesting educational tasks and materials that are closely linked to the realities of life and the specialty of students. Materials should correspond to the level of students' language proficiency. Before performing the task, the teacher and the students compile a list of the main lexical units that could be useful when accomplishing the task. The teacher can also provide sample assignments to exemplify how the activity should be performed.
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