Педагогические науки /5. Современные методы преподавания
Студентка, Бурганова А.Р.
Казанский (Приволжский) федеральный
университет, Россия
Студент, Сериков Р.И.
Казанский (Приволжский) федеральный
университет, Россия
К.п.н. Баранова А.Р.
Казанский (Приволжский) федеральный
университет, Россия
Professional communication formation at students of technical specialities
on the basis of CLIL
Summary: Relevance of the issue is
the need of the development of a new educational technology for teaching
subjects by means of a foreign language. The purpose of the article is a
detailed study of the methodology of CLIL. The leading approach to the study is
analyzing literature and the results of this practice in foreign educational
institutions, as well as predicting the possibilities of this technology for Russian
students. The results showed, such teaching can’t completely replace studying a
subject in native language, but it can substantially supplement it. The article
may be useful for students and teachers of all educational institutions.
Keywords: student, teaching, education, learning, language,
course, practice, CLIL, subject-language integrated learning,
professionally-oriented education, method.
In modern society the issues of socialization of a
modern man in interethnic and intercultural space become of paramount
importance. Meanwhile proficiency in foreign language is considered as one of
the tools of development of professional skills and possibilities [4]. In this
regard new educational technologies appear in teaching foreign languages. One
of such technologies is the CLIL (Content and Language Integrated Learning) subject-language
integrated learning.
During the research of the results of the Russian
Education Support Project on Specialist English (RESPONSE) conducted by the
British Council and Ministry of Education of the Russian Federation in 2002, some
disadvantages in teaching English for Specific Purposes at Russian universities
were revealed. The identified disadvantages led to the need to search new
technology of teaching foreign languages to students of technical specialties. Analysis
of foreign literature showed that such method exists. Content and Language
Integrated Learning (CLIL) subject-language integrated learning is widely used at
universities in Europe and the United States of America. However, it has to be adapted
to Russian conditions.
CLIL is a method in which either a number of subjects at
university are taught in a foreign language, or a teacher of a foreign language
uses interdisciplinary topics in a foreign language lesson. A foreign language
in this case is not only a means of communication, but also is a tool of
cognitive activity, and teaching in native and foreign languages represents a single
process [1, P.16].
The term “Content and Language Integrated Learning”
was first used by D. Marsh in 1994. According to D. Marsh, the CLIL is applied
of when subjects or certain themes within these subjects are taught in a
foreign language. This pursues two goals: the study of the content of this subject
and simultaneous study of a foreign language [2, P.6].
The question of the need to adopt integrated
subject-language learning within the professionally-oriented education is investigated
by many authors. In particular, D. Marsh, B. Marsland and K. Stenberg, as well
as D. Wolff give six reasons why it is necessary to use CLIL in the academic
and professional environment (in higher and vocational education):
1.
Mastering
practical knowledge and skills;
2.
Development
of interpersonal skills;
3.
Implementation
of intercultural communication;
4.
Mastering
education of high quality in a certain
field;
5.
Competitiveness
in the labor-market;
6.
The
opportunity to look at the academic subject from various points of view.
It is important to note that the CLIL
methodology has four main components (4 “C” methodology of the CLIL):
1.
Content. It is necessary to stimulate the process of mastering knowledge and development
of skills on the subject.
2.
Communication. It is necessary to teach students to use the means of
a foreign language to gain knowledge of the subject.
3.
Cognition. It is necessary to develop the intellectual abilities
of students to understand the language and the subject.
4.
Culture. Understanding the features of different cultures will help students to socialize
more effectively in today’s multicultural world, to understand better their own
culture and stimulate its preservation and evolution.
As for the development of the CLIL in Russia, it
should be noted, that currently its implementation is episodic and if it is implemented,
it happens partially, within separate educational institutions. At the level of
a school curriculum, this method is presented with particular integrated
lessons (History – English, Geography – English, etc.).
For example, several years ago at the Department of
Physics at St. Petersburg State University there was an attempt to introduce a
new program for students “Physics in English”. It proposed to teach Physics in
English. Teachers at the same time would not be only university professors, but
also their German colleagues. Unfortunately, this attempt failed because the
students were not ready to receive information, to record lectures and respond
in English, despite the fact that they demonstrated deep knowledge
of the subject in their native language [3].
Now we, students of the Institute of Computational
Mathematics and Information Technologies, want to provide a visual-theoretical
example of positive consequences of implementing this technology in teaching
our specialty. Our course of study includes such a subject as programming.
English for a programmer is a native language of this profession. It is simply
impossible to do something without it today. When teaching programming in
English with technical terms and applying them immediately in practice, we get
such advantages as:
1.
Understanding of terminology. Most programming languages are based on keywords in
English.
2.
Reading technical documentation. Almost all background materials, newest books and
articles in IT are published in English.
3.
Visiting online courses and webinars. Currently a
sphere of free educational courses by masters of programming is developed on
the Internet, but all of them are conducted in English.
4.
Search for solutions in the World Wide Web. Students periodically face with complex tasks and
some problems in their work, the solution of which can be found in the
English-speaking part of the Internet.
5.
The chance to get a job abroad. It’s no secret that almost all huge IT companies are
in the USA. Such companies constantly require competent specialists, but in
order to communicate with colleagues and management, you need to know English.
Of
course, such teaching can’t completely replace the study of a subject in native
language, but it can substantially supplement it. In today’s dynamically
developing society, there are serious processes of modernization of education that
entails a need for changes in the requirements for the qualification of
teachers [5, P.115]. This fact requires an updated approach to teachers’
development. Teaching children to the principle of “learn to learn”, every
teacher should undoubtedly follow it himself. Thus, introduction of the
professional standard of a teacher should contribute to the formation and
improvement of various general and professional competences of teachers,
required at this stage of Russian education. The effectiveness of the method is
ensured by organizing lessons in modern forms of interaction between a teacher
and students, using innovative educational technologies.
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DOI: 10.5281/zenodo.244276.
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