Moldazhanova L.K

Zhussupova R.F

Content Language Integrated Learning for developing English skills of students of non-linguistic specialties

Abstract

The article observes the CLIL (Content Language Integrated Learning) technology’s benefits and possible application for teaching students of non-linguistic specialties in the subject classroom. The main peculiarities of the CLIL methodology and the features of the subject lesson are considered. The article also contains the recommendations for English language fellows and the description of the personal experiment of using CLIL at the lesson.

Key words: CLIL, Content Language Integrated Learning, non-linguistic specialties students, subject classroom, cross-disciplinary connections.

During the each historical period the pedagogical system undergoes significant changes. The global practice demonstrates that due to the growth of economy, the educational system of the country is exposed to reforms every ten years on average. At the same time at all the stages of social development special attention has always been paid to the high-quality training of students which, in turn, demands up-to-date strategies and pedagogical technologies. The ways of conducting lessons for students of non-linguistic specialties have changed as new curricula and new approaches in teaching disciplines via the integrated educational systems are developed. Thus, updating of education demands the use of nonconventional methods and forms of the training organization. For this reason, there are new educational technologies and one of such technologies is the content language integrated learning (CLIL). The CLIL technology considers learning of a foreign language as a tool for studying other subjects. Studying of language passes through any subject`s domain, i.e. a lesson at which the CLIL technology is applied is often not a lesson of a foreign language, but a subject lesson in a foreign language. This approach allows to carry out training of two subjects simultaneously, whereas the main attention may be paid to either language, or the subject.

The term CLIL has been introduced for scientific use by David Marsh in 1994 for designation of educational situations in which disciplines or their separate sections are taught in an "additional" foreign language.

CLIL means Content Language Integrated Learning - integration of teaching a foreign language and other disciplines.

Experience of introducing and applying this method during the lessons reveals that for planning the design of a course on the basis of this technique, it is necessary to consider 4 ‘C’ methodological techniques of CLIL.

Content- knowledge, abilities, skills of subject domain which progress.

Communication- use of English for training where the emphasis is placed on its application.

Cognition- development of reflective and thinking abilities which form general understanding of main ideas (concrete or abstract).

Culture– perception of oneself as a part of a culture as well as realizing the existence of alternative cultures.

CLIL technique is based on the following postulates:

− knowledge of language becomes means of studying the content of a subject

− classes are conducted in the engaging form, students may apply their and use their scientific knowledge and experiences to make various experiments;

− language is integrated into the educational program;

− the motivation to learn the foreign language increases, so does the interest towards the subject thanks to the possibility to discuss interesting topics related to their professional area.

− activities are based on language learning immersion

− obligatory part is reading texts in a foreign language

- use of active methods at each lesson

- use of visual means to enhance students’ understanding

- use of authentic materials

- providing instant feedback to students’ performance.

Concerning my very own experience of applying CLIL technology, I used it during my work at the courses of the Professional development program, which was organized by Nazarbayev University. These English courses were designed for secondary school teachers in accordance with the trilingual educational policy of the Republic of Kazakhstan. They contained the general English courses and the subject component, where teachers studied their own subject - physics, chemistry, ICT or biology- in English language. That required a certain though basic knowledge of the subject from me, so did the great amount of preparation.

Here there is the example of the lesson with a theme "Density".While planning a lesson it is necessary to formulate both the subject, and language purposes. The purposes have to be clear, are measurable, achievable, relevant, limited on time.

For example, topic of the lesson "Density". Subject purposes: students learn, here refresh and apply their knowledge of the topic. That includes determination of density, a formula of calculation of density, using density formula for the solution of tasks. Language purposes: students learn and use the following terms: density, mass, volume and the scientific language in general.

Students know and use the following phrases: density of oil equals 0,9 (zero point nine) g/cm3, volume equals 1cm3)

The important thing to mention is to use real objects, pictures or the presentations at lessons. For instance, for this lesson, I prepared the presentation and special devices such as: scales, measuring cylinder, ruler, rods that helped a lot to build decent understanding of some notions as well as to stick to the target language.

Examples of tasks.

Task 1: Give the definition to the following terms.

Density, volume etc. Example. Density is defined as the mass in unit of volume.

Task 2 : Do the exercise. Here, students put theoretical knowledge into practice.

А) Find the volume of 66 tons of cement (d=3000 kg/m3).

Б) A tank of 5 m3 is filled with a liquid of 180 kg.
Density of liquid=?

In addition, tasks which are offered by the teacher have to be complemented with certain explanations enabling students to cope with the set objectives successfully. Also, a great attention is to be paid to the development of all four types of communication skills (listening, speaking, reading and writing) for this plays a pivotal role in building a foreign language awareness. For example, I suggest to students to read the text on the new topic and that they, using the studied terms and useful language phrases, give the definition to the notion ‘density’ themselves an retell to their speaking partner.

Conclusion.

Overall, today the Content Language Integrated Learning –CLIL- is considered as one of the most successful methods of teaching in subject classrooms. During the integrated training a new thinking level appears – global, integrated, but not limited by the narrow professional area. There is also an activization of pupils cogitative abilities, expansion of obtained information, reinforcement of motivation in training. Besides, integration provides absolutely new psychological climate for the student and the teacher in the course of training. Thus, the integrated training of any subject and English not only promotes improvement of the quality of educational process, but also solves the most important problem of modern education - formation of the language skills and broad general knowledge of an individual based on the cross-disciplinary connections.

Bibliography.

1. Сoyle D., Hood P., Marsh D. CLIL Content and language integrated learning. -Cambridge: Cambridge University Press, 2010

2. Meyer O. Towards quality-CLIL: successful planning and teaching strategies. Pulse, 2010. - № 33.

3. Ториков В.Е., Резунова М.В. Особенности преподавания иностранного языка у докторантов: Теория и Практика. Брянская государственная сельскохозяйственная академия. 2016. № 3 (55)

4. Rezunova M.V. Rendering and Making a Summary of Scientific Texts in English: Textbook for Graduate Students and Undergraduates. - Bryansk, 2015.

5. Bryan M. Core Physics. Cambridge- Cambridge University Press, 2015