Relevant bibliographies by topics / Content and Language Integrated Learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Content and Language Integrated Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Content and Language Integrated Learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Content and Language Integrated Learning"

1

Gawlik-Kobylińska, Małgorzata, and Monika Lewińska. "Content Language Integrated Learning in Polish Higher Military Education." Connections: The Quarterly Journal 13, no. 3 (2014): 105–15. http://dx.doi.org/10.11610/connections.13.3.06.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.

Full text
Abstract:
The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.
APA, Harvard, Vancouver, ISO, and other styles
3

Sándor, Gabriella. "Content and language integrated learning." International Journal of Multilingualism 10, no. 1 (2013): 130–31. http://dx.doi.org/10.1080/14790718.2012.665454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dalton-Puffer, Christiane, and Tarja Nikula. "Content and language integrated learning." Language Learning Journal 42, no. 2 (2014): 117–22. http://dx.doi.org/10.1080/09571736.2014.891370.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.

Full text
Abstract:
This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessments (PISA, and TIMSS).
APA, Harvard, Vancouver, ISO, and other styles
6

KARAPETJANA, INDRA, and GUNTA ROZIŅA. "Implementation of Content and Language Integrated Learning at Schools in Latvia." Issues and Ideas in Education 5, no. 2 (2017): 175–84. http://dx.doi.org/10.15415/iie.2017.52011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rafailovna, Tashmatova Gulnara. "Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 118–22. http://dx.doi.org/10.37547/tajssei/volume03issue06-20.

Full text
Abstract:
The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely, not to teach each subject separately, but to integrate subjects with others.
APA, Harvard, Vancouver, ISO, and other styles
8

Busse, Vera. "CLIL: Content and Language Integrated Learning." System 39, no. 1 (2011): 123–25. http://dx.doi.org/10.1016/j.system.2011.01.001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Paran, A. "CLIL: Content and Language Integrated Learning." ELT Journal 67, no. 1 (2012): 137–41. http://dx.doi.org/10.1093/elt/ccs072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Casañ Pitarch, Ricardo. "Gamifying Content and Language Integrated Learning with Serious Videogames." Journal of Language and Education 3, no. 3 (2017): 107–14. http://dx.doi.org/10.17323/2411-7390-2017-3-3-107-114.

Full text
Abstract:
New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Content and Language Integrated Learning"

1

Heine, Lena. "Problem solving in a foreign language [a study in content and language integrated learning]." Berlin New York, NY de Gruyter Mouton, 2007. http://d-nb.info/999262408/04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fujimura, Tomoko. "A Multimodal Discourse Analysis of Student Explanations in Content and Language Integrated Learning." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/494247.

Full text
Abstract:
Teaching & Learning<br>Ed.D.<br>This study was an investigation of students’ explanations of disciplinary knowledge in content and language integrated learning (CLIL). In recent years, an increased interest in teaching content subjects in a foreign language (FL) has brought a growing body of research on CLIL (e.g., Dalton-Puffer, 2007; Llinares, Morton, & Whittaker, 2012), which has yielded valuable insights into CLIL classroom discourse. However, there is a paucity of studies that examined the development of student discourse in CLIL settings because most of existing CLIL research draws on large-scale corpus data and cross-sectional data. Thus, I investigated the processes in which students engaged with disciplinary knowledge and discourse in this case study. The participants included 25 students enrolled in a 15-week content-based English course on sociolinguistics at a Japanese university and a teacher who taught the course. In the sociolinguistics course, the students conducted a group research project in which they carried out sequenced tasks: writing and revising a research proposal, collecting and analyzing data, and presenting findings in oral and written forms. Data were collected in the sociolinguistics course through class observations, video-recordings of the lessons, seven focal students’ group work and oral presentations, and interviews with the focal students and the teacher. Moreover, written reports by the focal students were collected. Informed by a sociocognitive approach to second language acquisition (SLA) (Atkinson, 2002; Atkinson, Churchill, Nishino, & Okada, 2007), a multimodal interaction analysis was conducted on explanations of disciplinary knowledge in the instructional and student discourses. Data analysis suggested that content knowledge was represented at various degrees of abstraction in the textbook and teacher explanations (e.g., specific examples, decontextualized propositional claims). Moreover, the teacher drew on multimodal resources including gestures, body movement, and slides to make dense academic knowledge accessible to the students. Regarding student discourse in group work, the focal students flexibly coordinated diverse semiotic resources including talk, written texts, and gestures, which enabled them to appropriate content knowledge and advance their discussion. In this process, their explanations of disciplinary knowledge tended to change from descriptive ones to complex ones. In the oral presentations, the students made the structure of their explanations explicit and represented disciplinary knowledge at various degrees of abstraction (e.g., specific linguistic behaviors, sociolinguistic interpretations). In the question and answer sessions that followed the oral presentations, the teacher interactionally provided feedback, which likely led some students to produce more discipline-appropriate explanations (e.g., elaborated content, increased precision). Although there was a variation among the students, the written reports exhibited the increased use of metadiscourse markers including hedges, which likely resulted in careful explanations of propositional knowledge. These findings suggest that diverse discursive contexts afforded by sequenced tasks and access to varied semiotic resources can facilitate the appropriation of content knowledge by students and support the formulation of context-specific and discipline-appropriate explanations.<br>Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
3

Zindler, Kerstin. "Content and Language Integrated Learning (CLIL) and PE in England : an exploratory study." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/5522/.

Full text
Abstract:
Research on Content and Language Integrated Learning (CLIL) is slowly coming of age, as can be seen in the growing number of studies from different educational contexts. While the majority of research in the field focuses on general assumptions on CLIL, this study argues the case for more subject specific CLIL research that takes subject specific methodologies into account. Concentrating on the subject area of physical education (PE), the research project features the in-depth study of four cases which all combine language learning and sport. All cases are set in English secondary state schools but the design of the projects necessarily varies regarding organisation, length, age group and agenda. Using case study methodology, each case is looked at individually before three common features are identified, which are then discussed in the wider context. First of all, none of the projects uses the term CLIL as a label, suggesting that the term is not commonly used or known. Secondly, all projects are initiated by language teachers and instrumentalise sport for language learning, with no PE staff being involved in the delivery of the projects, and this has consequences for the quality of PE specific learning. Thirdly, the cases show how CLIL in PE can offer kinaesthetic learning experiences, which are often neglected in a school context. Through linking language learning and sport within a CLIL PE setting, the learning experience is perceived as new and different by students. This, in combination with providing an immediate purpose for language learning, is regarded as a factor that has the potential to raise learners’ motivation.
APA, Harvard, Vancouver, ISO, and other styles
4

Nguyen, Thi Bich Ngoc. "Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.

Full text
Abstract:
Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire a été administré après une année et demi de pratique de l'EMILE. Parallèlement, les enseignants de spécialité qui participaient au dispositif EMILE, ont été interviewés. Le traitement des données a permis de confronter les perceptions des élèves et des enseignants à propos du dispositif innovant et d'en identifier les qualités et les défauts. Les résultats soulignent le décalage qui existe entre la perception des potentialités du dispositif et les nombreux obstacles concrets qui entravent leurs réalisations<br>The present research examines Content and Language Integrated Learning (CLIL), an innovative language learning system in Vietnam launched by the Vietnamese Ministry of Education and Training in 2008. This exploratory, qualitative investigation was first centred on the perceptions of high school students, obtained through two questionnaires. The first one was administered at the outset of the CLIL implementation, with a view to identifying their perceptions about and motivations for English in general, English as a Foreign Language and CLIL. A second questionnaire was administered after a year and a half of CLIL practice to evaluate potential motivational changes. At the same time, the content teachers of the project who taught their speciality in English were interviewed. Data processing made it possible to cross-check students' and teachers' perceptions of CLIL, its assets and its drawbacks. The results point out the discrepancy which exists between the perceived didactic potentialities of CLIL and the many concrete impediments that hamper their full realization. In the wake of this survey, some recommendations are made to improve CLIL implementation in Vietnam, particularly with regard to the content teachers' training in the foreign language
APA, Harvard, Vancouver, ISO, and other styles
5

Pyne, Robyn Morgan. "Internationalising Chinese maritime higher education : developing content and English language integrated teaching and learning." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1010.

Full text
Abstract:
This thesis examines how new maritime nations, which are engaged in the export of seafaring labour, need to respond to the demands of the international maritime industry. In particular, traditional maritime nations are calling for greater internationalisation of maritime education and training. The global labour market for seafarers, which is dominated by employers from traditional maritime nations, demands internationally minded graduates. China’s response to these demands for quality labour exports from new maritime nations is the subject of exploration in this thesis. Within the specific context of Maritime English teaching and learning, a significant opportunity for innovation and change is identified. The research took the form of an international collaborative education project in pursuit of the following question: What teaching and learning development opportunities are there for improving the communicative competence of Chinese Navigation officers? The author of this thesis, formally a seafarer, is a teaching practitioner in higher education in the UK. For the purposes of this thesis, the author became a visi ting researcher, and later a teaching practitioner, at the case maritime higher education institution in China. Becoming a member of the teaching staff at the host institution was a necessary step in order to establish and carry out teaching practitioner -led research as a member of a professional learning community. The aim of this professional learning community has been to collaborate on a Maritime English teaching development project. This development work has since continued beyond this PhD study into a commercially funded project, which demonstrates the necessity and timeliness of the research. This thesis sets out to report on the collaborative process of an international education development project as it was experienced. Research was carried out over a 15.5 month period spent in-situ at the case institution. The institution was selected as it is the most influential maritime university in China in terms of national maritime higher education policy reform, due it being under the direct authority of the Ministry of Transport of the People's Republic of China rather than the Ministry of Education, as is the case with other universities. The author had to work very hard to overcome a number of cultural issues to become accepted as a teaching practitioner in the research setting. Once accepted as a participant researcher, research-based professionalism founded on previous teacher training and experience allowed for a living theory approach to improving both own teaching practice and that of new-found colleagues. The outcomes of this PhD study are multiple: The ethnographic account of the development process in the form of this PhD thesis. The establishment of a professional learning community between teaching practitioners and continued research and development work. The local teaching and learning innovation in the form of a new content and language integrated syllabus for Maritime English teaching, suitable for Chinese learners at maritime higher education institutions. The continued collaboration between an industry stakeholder and the local teaching practitioners in the further development of a new Maritime English syllabus and accompanying teaching resources to ensure that it meets the needs of employers. As understanding grew of how Chinese maritime higher education institutions are preparing their students for employment in the global labour market for seafarers, the research objectives emerged while in-situ. The aim of the research centred on working with local teaching practitioners and industry stakeholders to improve the quality of maritime education graduates’ transferable skills, in terms of their intercultural communicative competence. The key feature of the study was to collaboratively identify teaching and learning development opportunities for improving the preparedness of Chinese maritime higher education graduates to work in a safety critical environment, where they will need to communicate effectively in English. The internationalisation of the Maritime English syllabus, and the wider Navigation curriculum, through content and language integrated learning and teaching is the main recommendation of this thesis. The evidence presented in this thesis has led to the conclusion that this curriculum intervention is necessary for improving the transferable skills of Chinese Maritime Higher Education graduates. The content and language integrated learning approach to teaching was found to offer Chinese maritime higher education institutions with a solution to boost intercultural communicative competence in meeting the demands of the international maritime industry for professionally skilled, and competent-in-English seafarers for labour export.
APA, Harvard, Vancouver, ISO, and other styles
6

Papaja, Katarzyna. "A qualitative evaluation of content and language integrated learning (CLIL) in Polish secondary education." Doctoral thesis, Katowice : Uniwersytet Śląski, 2010. http://hdl.handle.net/20.500.12128/5171.

Full text
Abstract:
Celem pracy doktorskiej jest zbadanie zintegrowanego kształcenia przedmiotowo-językowego (CLIL) w polskiej szkole średniej poprzez jego jakościową ocenę. Badanie empiryczne zostało przeprowadzone w jednej ze szkół średnich w Krakowie w której uczniowie mają możliwość uczenia się geografii, biologii oraz matematyki w języku angielskim. Badanie zostało przeprowadzone przez okres jednego roku szkolnego. 33 uczniów z klasy 1-szej dwujęzycznej oraz 3 nauczycieli uczących w klasach dwujęzycznych wzięło udział w badaniu. Uczniowie oraz nauczyciele byli obserwowani przez autorkę pracy doktorskiej oraz zostali poproszeni o wypełnienie kwestionariuszy związanych z przeprowadzanym badaniem. Oprócz tego, autorka pracy doktorskiej przeanalizowała testy przedmiotowe napisane przez uczniów biorących udział w badaniu, a nauczyciele z klas dwujęzycznych wzięli udział w wywiadzie. Głównym celem pracy doktorskiej była obserwacja, a także ocena zmian zachodzących w rozwoju językowym, przyswajaniu treści, otoczenia edukacyjnego oraz nastawienia uczniów i nauczycieli do edukacji dwujęzycznej a także zmian związanych z motywacją uczniów i nauczycieli. Celem rozdziału pierwszego jest zdefiniowanie zintegrowanego nauczania treści i języka (CLIL), opisanie jego różnych wariantów a także przedstawieni zarysu historycznego. Celem tego rozdziału jest także przedstawienie zintegrowanego kształcenia przedmiotowo-językowego (CLIL) w kontekście polskim jak i międzynarodowym zwracając szczególną uwagę na poparcie tego programu edukacyjnego przez Unię Europejską. W rozdziale drugim zintegrowane nauczanie treści i języka (CLIL) przedstawione jest pod kątem czterech aspektów: językowego, aspektu związanego z treścią, aspektu związanego z otoczeniem edukacyjnym a także nastawieniem do edukacji dwujęzycznej oraz aspektu motywacyjnego. Wszystkie przedstawione aspekty związane są z częścią empiryczną pracy doktorskiej. Kolejnym celem rozdziału drugiego jest przedstawienie cech ucznia dwujęzycznego oraz nauczyciela uczącego w klasach dwujęzycznych. W rozdziale trzecim opisane są badania, które zostały przeprowadzone w dziedzinie zintegrowanego nauczania treści i języka (CLIL). Mimo tego iż Wolff (2005) twierdzi, że „badania związane z zintegrowanym nauczaniem treści i języka (CLIL) są niestety wciąż w stadium początkowym” (Wolff, 2005: 20) w Europie widocznych jest pięć dziedzin zainteresowania związanych z zintegrowanym kształceniem językowo-przedmiotowym (CLIL): akwizycja kompetencji lingwistycznej w klasie CLIL; akwizycja kompetencji przedmiotowej w klasie CLIL; akwizycja kompetencji interkulturowej w klasie CLIL, a także metodyka nauczania przedmiotów w kontekście CLIL oraz ocena zintegrowanego nauczania treści i języka poprzez nauczycieli i uczniów. Celem rozdziału czwartego jest przedstawienie korzyści wypływających z wprowadzenia zintegrowanego nauczania treści i języka (CLIL) w szkołach. Korzyści te przedstawione są z perspektywy ucznia, nauczyciela, szkoły, a także społeczeństwa (Coonan, 1998: 109-123). W rozdziale piątym przedstawiona jest struktura badania empirycznego. Głównym celem badania jest opisanie oraz analiza zmian w edukacji językowej w klasie gdzie został wprowadzony program zintegrowanego nauczania językowo-przedmiotowego (CLIL). Badanie zostało przeprowadzone w Liceum Ogólnokształcącym nr. 1 w Krakowie. Zarówno uczniowie klasy dwujęzycznej jak i nauczyciele uczący w klasach dwujęzycznych wzięli udział w badaniu. Badanie oparte jest na analizie danych zebranych na podstawie obserwacji, kwestionariuszy, wywiadu przeprowadzonego z nauczycielami oraz na analizie testów przedmiotowo-językowych uczniów. Autorka pracy doktorskiej zdecydowała się na zastosowanie różnych metod badawczych w celu głębszej analizy zmian zachodzących w edukacji językowej w klasie CLIL. W rozdziale tym opisane są także badani pilotażowe przeprowadzone w Liceum Ogólnokształcącym nr. 1 w Krakowie (styczeń 2006 – czerwiec 2006) oraz w Matare-Gymnasium w Meerbusch (Niemcy) (sierpień 2006). Celem badania pilotażowego była obserwacja edukacji językowej w klasach gdzie został wprowadzony program zintegrowanego nauczania językowo-przedmiotowego (CLIL) oraz dokonanie porównania pomiędzy programem CLIL wprowadzonym w szkole średniej w Niemczech oraz w Polsce, gdzie CLIL jest nowością. Celem rozdziału szóstego jest przedstawienie danych dotyczących zmian zachodzących w edukacji językowej w klasie, gdzie został wprowadzony program zintegrowanego nauczania treści i języka (CLIL). Badanie trwało przez okres jednego roku szkolnego (10 miesięcy). Przeprowadzenie takiego badania ma swoje uzasadnienie patrząc z perspektywy rozwoju edukacji dwujęzycznej, która nie tylko stała się w wieku XXI możliwością, ale koniecznością szczególnie w kraju takim jak Polska gdzie wiedza językowo-przedmiotowa stała się bardzo znacząca ze względu na zmiany polityczno-ekonomiczne. Koncentrując się na zmianach w edukacji językowej zaobserwowanych w ciągu jednego roku szkolnego, autorka pracy doktorskiej zdecydowała się na analizę danych według tzw. „linii czasowej”. Autorka pracy doktorskiej obserwowała 14 lekcji tygodniowo, ale ze względu na ogromną ilość zebranych danych postanowiła dokonać analizy trzech lekcji miesięcznie (geografii, biologii i matematyki) w okresie od września 2006 do czerwca 2007. W sumie autorka pracy doktorskiej prezentuje oraz analizuje 18 godzin lekcyjnych, które potraktowane są jako lekcje przykładowe. Autorka pracy doktorskiej wybierając przykładowe lekcje do analizy nie zastosowała żadnych kategorii – wszystkie lekcje zostały wybrane przypadkowo. Wszystkie dane zaprezentowane są co drugi miesiąc według kategorii określonych przez autorkę pracy doktorskiej: aspektu językowego (rozwój języka drugiego oraz użycie języka pierwszego), aspektu związanego z przyswajaniem treści, aspektu związanego z otoczeniem edukacyjnym (interakcja, metodyka nauczania przedmiotu, ocena ucznia, materiały edukacyjne oraz cechy charakterystyczne klasy jako pomieszczenia), aspektu związanego z nastawieniem uczniów oraz nauczycieli do edukacji dwujęzycznej, a także aspektu motywacyjnego. Dodatkowo w rozdziale tym przedstawione są dane pochodzące z kwestionariuszy, wywiadu przeprowadzonego z nauczycielami oraz analizy testów napisanych przez uczniów. W rozdziale siódmym autorka pracy doktorskiej dokonuje analizy danych przedstawionych w poprzednim rozdziale. Wszystkie dane pochodzą z obserwacji, kwestionariuszy wypełnionych przez uczniów oraz nauczycieli, wywiadu przeprowadzonego z nauczycielami, a także testów przeanalizowanych przez autorkę pracy doktorskiej. Analiza danych dokonana jest według kategorii określonych przez autorkę pracy doktorskiej: aspektu językowego (rozwój języka drugiego oraz użycie języka pierwszego), aspektu związanego z przyswajaniem treści, aspektu związanego z otoczeniem edukacyjnym (interakcja, metodyka nauczania przedmiotu, ocena ucznia, materiały edukacyjne oraz cechy charakterystyczne klasy jako pomieszczenia), aspektu związanego z nastawieniem uczniów oraz nauczycieli do edukacji dwujęzycznej, a także aspektu motywacyjnego. Analizując dane autorka pracy próbuje odpowiedzieć na główne pytanie badawcze związane ze zmianami w edukacji językowej, które zachodzą w klasie w okresie jednego roku szkolnego, gdzie przedmioty (geografia, biologia i matematyka) nauczane są w języku obcym, a także na dodatkowe pytania badawcze przedstawione w pracy doktorskiej. W konkluzji, autorka pracy doktorskiej koncentruje się na zmianach w edukacji językowej, które zaobserwowała w klasie dwujęzycznej w okresie jednego roku szkolnego oraz przedstawia czynniki, które mogły mieć wpływ na efektywność programu CLIL. Autorka pracy doktorskiej przedstawia także przyszłościowe rekomendacje, które mogłyby mieć pozytywny wpływ na zintegrowane nauczanie treści i języka (CLIL) szczególnie w polskiej rzeczywistości. Rekomendacje te podzielone są na: zastosowanie w klasie, zastosowanie w szkole oraz na zastosowanie w systemie edukacji. Autorka kończy konkluzję poprzez zasugerowanie dalszych badań nad zintegrowanym kształceniem przedmiotowo-językowym (CLIL).
APA, Harvard, Vancouver, ISO, and other styles
7

Thorne, Rochelle. "Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020903.

Full text
Abstract:
Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
APA, Harvard, Vancouver, ISO, and other styles
8

Leung, Chung-yin Patrick, and 梁仲賢. "Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193541.

Full text
Abstract:
With the implementation of the fine-tuned medium of instruction policy in Hong Kong in September 2010, the era of compulsory mother tongue education has come to an end. Compared with a decade ago, more secondary schools are now teaching content subjects in English, a second language to the majority of students. To ensure that this change can enhance students’ English proficiency without sacrificing their academic achievement, the educational initiative Language Across the Curriculum, or more widely known as Content and Language Integrated Learning (CLIL), aiming at simultaneous content and language enrichment has been widely advocated by Education Bureau. As CLIL is a novel approach in Hong Kong and little is known regarding its implementation, this study was conducted to fill this gap by examining the attitudes and beliefs of the major stakeholders towards CLIL. Both quantitative and qualitative data were collected from a secondary school practising CLIL. Questionnaire survey, classroom observations, focus group interviews with students and semi-structured individual interviews with English and content teachers were conducted to elicit (i) students’ and content teachers’ perceived benefits and challenges of CLIL, and (ii) the measures taken or to be taken to facilitate its execution. The data revealed that CLIL was perceived to bring such benefits as increasing students’ English exposure and reducing their learning anxiety; yet, factors like students’ and content teachers’ lack of English proficiency and the latter’s self-perceived identity as mere content experts seemed to hinder CLIL implementation. To overcome the hurdles, several measures were identified. A case in point is the facilitation of collaboration between English and content teachers. Drawing on the findings, some implications for schools and teachers were suggested and future research directions discussed.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
APA, Harvard, Vancouver, ISO, and other styles
9

Sardellini, Eleonora. "Content and English Language Integrated Learning: The use of Moodle in Aircraft Maintenance Training Programs." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8172/.

Full text
Abstract:
The aim of this work is to develop a prototype of an e-learning environment that can foster Content and Language Integrated Learning (CLIL) for students enrolled in an aircraft maintenance training program, which allows them to obtain a license valid in all EU member states. Background research is conducted to retrace the evolution of the field of educational technology, analyzing different learning theories – behaviorism, cognitivism, and (socio-)constructivism – and reflecting on how technology and its use in educational contexts has changed over time. Particular attention is given to technologies that have been used and proved effective in Computer Assisted Language Learning (CALL). Based on the background research and on students’ learning objectives, i.e. learning highly specialized contents and aeronautical technical English, a bilingual approach is chosen, three main tools are identified – a hypertextbook, an exercise creation activity, and a discussion forum – and the learning management system Moodle is chosen as delivery medium. The hypertextbook is based on the technical textbook written in English students already use. In order to foster text comprehension, the hypertextbook is enriched by hyperlinks and tooltips. Hyperlinks redirect students to webpages containing additional information both in English and in Italian, while tooltips show Italian equivalents of English technical terms. The exercise creation activity and the discussion forum foster interaction and collaboration among students, according to socio-constructivist principles. In the exercise creation activity, students collaboratively create a workbook, which allow them to deeply analyze and master the contents of the hypertextbook and at the same time create a learning tool that can help them, as well as future students, to enhance learning. In the discussion forum students can discuss their individual issues, content-related, English-related or e-learning environment-related, helping one other and offering instructors suggestions on how to improve both the hypertextbook and the workbook based on their needs.
APA, Harvard, Vancouver, ISO, and other styles
10

Brandin, Evelina, and Tove Ekstrand. "Content and Language Integrated Learning in Swedish Primary School – Investigating the Effectiveness of the Approach." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27508.

Full text
Abstract:
Content and Language Integrated Learning (CLIL) is a dual focused pedagogical practice in which a language other than the students’ first language is taught through content. CLIL has grown to become a popular pedagogic approach within education systems across the world. However, research conducted in Swedish primary schools is extremely limited. Therefore, the aim of this study is to provide an insight into what factors are of relevance for the practice to be successful, as well as whether an implementation of the approach in the Swedish educational system would be beneficial. The study presents an overview regarding previous research and relevant theoretical perspectives. Semi-structured interviews with five primary school teachers in the south of Sweden were conducted for this study. The results reveal numerous beneficial factors, such as the students’ language skills and knowledge skills developing simultaneously in meaningful contexts. An additional beneficial factor expressed by all the interviewed teachers is the development of the students’ interculturality, which is stated as a key skill to develop through English as a Foreign Language (EFL) teaching by the Swedish National Board of Education (Skolverket). However, the conclusion demonstrates that the major challenges are the lack of a set framework and adapted materials available in Sweden for the pedagogical practice.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Content and Language Integrated Learning"

1

Ruiz de Zarobe, Yolanda, and Rosa María Jiménez Catalán, eds. Content and Language Integrated Learning. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Coyle, Do. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Coyle, Do. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1951-, Hood Philip, and Marsh David 1956-, eds. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1951-, Hood Philip, and Marsh David 1956-, eds. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sylvén, Liss Kerstin, ed. Investigating Content and Language Integrated Learning. Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pérez Cañado, María Luisa, ed. Content and Language Integrated Learning in Monolingual Settings. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68329-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

deBoer, Mark, and Dmitri Leontjev, eds. Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54128-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tsuchiya, Keiko, and María Dolores Pérez Murillo, eds. Content and Language Integrated Learning in Spanish and Japanese Contexts. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27443-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Acquisition of teaching expertise in content and language integrated learning. Turun Yliopisto, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Content and Language Integrated Learning"

1

Morton, Tom, and Ana Llinares. "Content and Language Integrated Learning (CLIL)." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.01mor.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kamal, Asif. "Content and Language Integrated Learning." In The Routledge Handbook of English Language Education in Bangladesh. Routledge, 2020. http://dx.doi.org/10.4324/9780429356803-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Morton, Tom. "Content and language integrated learning." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Marsh, David. "Foreword." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zarobe, Yolanda Ruiz de, and Rosa María Jiménez Catalán. "Introduction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fontecha, Almudena Fernández. "1. Spanish CLIL: Research and Offi cial Actions." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Puerto, Francsico Gallardo del, Esther Gómez Lacabex, and Maria Luisa García Lecumberri. "4. Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: The Assessment of English Pronunciation." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Catalán, Rosa María Jiménez, and Yolanda Ruiz de Zarobe. "5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Espinosa, Soraya Moreno. "6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Llach, María del Pilar Agustín. "7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-010.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Content and Language Integrated Learning"

1

Seiz Ortiz, Rafael, and Ángela Barrera Puerto. "GAMIFICATION IN A CONTENT AND LANGUAGE INTEGRATED LEARNING CONTEXT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1286.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Launganggoon, Nuchwana. "Language Skill Assessment Through Content and Language Integrated Learning." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

Full text
Abstract:
The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
APA, Harvard, Vancouver, ISO, and other styles
4

Gimeno-Sanz, Ana, Caoimhín Ó Dónaill, and Kent Andersen. "Supporting content and language integrated learning through technology." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cuciureanu, Monica. "Challenges And Innovation Through Content And Language Integrated Learning." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Juangsih, Juju. "Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170205200526.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schneiderova, Anna. "CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING): CASE OF LEGAL STUDIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0935.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Diaz-Carrion, Rosalia, and Noelia Franco-Leal. "CONTENT AND LANGUAGE INTEGRATED LEARNING: A TEACHING EXPERIENCE IN STRATEGIC MANAGEMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0419.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Belenkova, Nataliya. "CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN COURT INTERPRETERS� TRAINING." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.031.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Melkonyan, Nune, Nune Bekaryan, and Nune Grigoryan. "IMPLEMENTING CONTENT AND LANGUAGE INTEGRATED LEARNING PRINCIPLES AT TERTIARY LEVEL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0364.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Content and Language Integrated Learning"

1

Merzlykin, Olexandr, and Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2897.

Full text
Abstract:
Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
APA, Harvard, Vancouver, ISO, and other styles
2

Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2661.

Full text
Abstract:
Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
APA, Harvard, Vancouver, ISO, and other styles
3

Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3252.

Full text
Abstract:
This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
APA, Harvard, Vancouver, ISO, and other styles
4

Green, Nancy, Giuseppe Carenini, Stephen Kerpedjiev, Steven Roth, and Johanna Moore. A Media-Independent Content Language for Integrated Text and Graphics Generation. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada459464.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Siskind, Jeffrey M. Emergent Intelligent Behavior through Integrated Investigation of Embodied Natural Language, Reasoning, Learning, Computer Vision, and Robotic Manipulation. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada551162.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3888.

Full text
Abstract:
In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
APA, Harvard, Vancouver, ISO, and other styles
7

Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

Full text
Abstract:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
APA, Harvard, Vancouver, ISO, and other styles
8

Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

Full text
Abstract:
The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
APA, Harvard, Vancouver, ISO, and other styles
9

Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

Full text
Abstract:
Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
APA, Harvard, Vancouver, ISO, and other styles
10

Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3255.

Full text
Abstract:
The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography