Модификация домашнего чтения на основе методов CLIL (успешные примеры) / Updating Reading with CLIL Methods (successful cases)
Екатерина Сергеевна Марницына
Докладчик
доцент
Санкт-Петербургский государственный университет технологии и дизайна
Санкт-Петербургский государственный университет технологии и дизайна
412
2023-03-15
11:20 -
11:40
Ключевые слова, аннотация
Ключевые слова: домашнее чтение; ESP; CLIL; проектная работа
В докладе даются практические рекомендации по обновлению "домашнего чтения", задания традиционного в Российских вузах на занятиях по ESP. Внедрение одного из видов CLIL — сотрудничество преподавателей-предметников и преподавателей иностранного языка - позволяет разрабатывать на основе прочитанных текстов задания, мероприятия и продукты значимые для будущей карьеры студента. Дается обзор успешных кейсов.
Keywords: reading; ESP; CLIL; project work
The report aims
at providing ESP teachers at tertiary level with some practical ideas on how to
work with long professional texts. Independent reading could be successfully
implemented using CLIL methods, i.e. teachers’ cooperation. Teachers’ team develops
a project plan based on reading. The work ends up with educational artifact that
has some practical value for students’ professional growth. Successful cases
are explained.
Тезисы
Reading long professional texts as part of
students’ independent work is one of the longest traditions in teaching ESP in
Russia. The activity is known in Russian tertiary education as home reading and
is a prolonged activity when students read independently authentic texts on the
future profession, compile their own professional glossaries and later briefly
discuss the texts with the teacher. Advantages of the activity include vocabulary
expansion, acquaintance with the academic discourse and innovations in the
professional field, ability to meet deadlines, manage your time, etc. However, the
activity seems to have lost its efficiency due to the dramatic changes in the
21 century when the way of thinking, living and studying have significantly
transformed. Young generation is reluctant to read long texts in a foreign
language because it is a very time-consuming and tiresome task. Generation Z is
also characterized by clip thinking, which means perceiving a long text is a
challenge.
To make the activity efficient again, we need
to reinvent it and encourage learners to process the text. If we prove its
practical value for their future professional growth and development it will
generate interest. Content and language integrated learning (CLIL) offered by
D. March in 1994 can help here. CLIL refers to the situations where a foreign
language is used to teach a subject content, thus pursuing a dual aim: to promote both the
language and content mastery [Marsh 2012: II]. CLIL in its pure form is often
difficult or even impossible to introduce into the educational process, which led
to different forms of integrating the subject and the language in a real
educational environment, one of them is teachers’ collaboration, when the
subject content is introduced during the language lessons with the guidance and
facilitation of the subject specialists [Кузнецова 2016: 69;
Пичкова 2017: 19]. Building up teachers’ collaboration around reading complies
with the main CLIL principles, since reading skills enhance comprehension of
the subject and facilitate the access to subject specific terminology [Chostelidou
2014: 2170]. Cooperation
between foreign language teachers and professionals in specific fields assists
in finding relevant texts and developing profession-related activities,
competitions and even events.
The implemented projects included cooperation between the article author,
associate professor of the foreign
languages department of Saint Petersburg State University of Industrial
Technologies and Design, and associate professors and professors of other university
departments preparing specialists in different design areas (fashion, interior,
CAD) at both Bachelor’s and Master’s levels. Development of a successful CLIL project undergoes three
stages: collaboration, team teaching and evaluation of the project, all stages
being crucial. Collaboration stage includes meeting of the involved academics
to identify common interests and aims, in this particular case, to also identify
texts or the theme for reading, which would become the basic of the project, and, finally, to develop a detailed plan for students with the exact
tasks and deadlines. After that, both teachers introduce the project
emphasizing the outcomes and benefits connected with their filed. Everybody
starts working on the project outcomes, both teachers being in contact and coordinating
the process, that is team teaching. Project work
culminates with the presentation of the educational artifact, such as created
product or research outcomes. Students have to create something which they can really show at the
evaluation stage and even use to benefit their professional career. Some
successful cases here include: reading about competitors’ products and developing
your own software and your own website, reading about innovations or history in
the science subfield and writing an article, reading on fashion history and
writing course papers on Russian reminiscence in European fashion, reading
description of design items and creating and describing your own design item. Participating
in such projects, students become co-creators
of their learning experience, they gain new skills and knowledge and improve
their self-sufficiency. Project outcomes are evaluated by both academics and
every student gets feedback from both parties. Such activities create a sense
of accomplishment, because the created things could be really used. The
project carried out in cooperation with the professor of Technical Aesthetics
and Design got an award from the Ministry of Culture of the Russian Federation.
1.Marsh D. Content and Language Integrated Learning
(CLIL). A Development Trajectory. Edita: Servicio de Publicaciones de la
Universidad de Córdoba, 2012. 516 pp.
2.Кузнецова Т. И., Кузнецов
И. А. Развитие системы профессионально-ориентированного обучения иностранным
языкам в техническом ВУЗе на основе предметно-языковой интеграции //Вестник
Адыгейского государственного университета. Серия 3: Педагогика и психология. — 2016. — №. 1 (173). — С. 67–73.
3.Пичкова Л. С. Роль
предметно-языкового интегрированного обучения (CLIL) в формировании новых
образовательных технологий в высшей школе //Человеческий капитал. — 2017. — №. 8. — С. 71–74.
4.Chostelidou D., Griva E. Measuring the effect of
implementing CLIL in higher education: An experimental research project
//Procedia-Social and Behavioral Sciences. – 2014. — Т.
116. — С. 2169–2174.