Theoretical and methodological principles of integrating CLIL and ESP in educational establishments in Ukraine
Resumen
The article issues the questions of effective teaching both content and second language by integrating CLIL and ESP within the process of professional competence formation at Ukrainian universities – the challenges, prerequisites and perspectives of teaching content and professionally oriented skills through the English language. The authors provide a comparative analysis of the definitions and characteristics of content and language integrated learning (CLIL) and English for specific purposes (ESP) at the present stage of linguodidactics. The investigation is theoretically granted and issues the question of CLIL and ESP integrated principles application, and reflects the main scientific ideas and stages of implementation, the application of which makes it possible to modernize the system of professional training according to European standards. Regarding the integration of the CLIL and ESP approaches in the process of professional training at non-language specialties, the authors state that process of immersion into professional oriented environment facilitates the increase of learning outcome standards.
Theoretical and methodological review of contemporary teaching approaches, its principles, advantages, challenges and effective ways of CLIL and ESP in Europe and Ukraine are analyzed. The usage of the methods of CLIL and ESP approaches are rational at different stages of professional education.
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Montalto, S.A., Walter, A., Theodorou, M., & Chrusanthou, K. (2015). The CLIL Guidebook. Lifelong Learning Programme, 51 p.
Mehisto, P. (2012). Criteria for producing CLIL learning materials. Encuentro, 12, pp.15-33.
Non-standard English lessons. (2005). Methodological manual. - Kharkiv.: Osnova Publishing Group, 208 p.
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Tarnopolsky, O. (2012). Constructivist blended learning approach to teaching English for Specific Purposes. London: little verse, 54 p.
The Law of Ukraine No. 37-38. On Higher Education. Vedomosti Verkhovna Rada (VVR), 2014. URL: https://zakon.rada.gov.ua/laws/show/1556-18#Text. (in Ukrainian).
The Ministry of Education and science of Ukraine (n/d) Goethe Institute. https://mon.gov.ua/ua/ministerstvo/diyalnist/mizhnarodna-dilnist/partneri-z-rozvitku/goethe-institut
Yavoruk, O. A. (2002). Functions of integrative courses in the process of teaching pupils’ natural sciences at school. Science and school, 1, 52-56. [in Russian]
Zyazyun, I. A. (2004). Philosophy of Pedagogical Perspective. Professional education: pedagogy and psychology. Ukrainian-Polish journal. Kyiv-Czestochowa: The endowment of the Higher Pedagogical School in Chekhonstov, 6, 209—222. (in Ukrainian).
Zagvyazinsky, V.I. (2004). Theory of Training: Modern interpretation: Textbook. Tutorial for students. Higher Study Routine. Moscow: Publishing Center " Academy", 171-178. (in Russian).
Voznyuk O.V. (2013) Knowledge Integration as the Basis of Interdisciplinarity of Pedagogy. Interdisciplinarity of pedagogy and its subdisciplines. Pod ed. Z. Szarota, F. Szioska. Scientific Publishing House of the Institute for Sustainable Technologies, 707-717. (in Polish)
Andryuschenko, V.P., Bekh, I.D., & Voloschyuk, I.S. (2009). Pedagogics of Higher Education. Kyiv: Pedagogical thought, 256. (in Ukrainian).
Arbeláez-Campillo, D.F., Villasmil Espinoza, J.J., & Rojas-Bahamón, M. J. (2021). Inteligencia artificial y condición humana: ¿Entidades contrapuestas o fuerzas complementarias? . Revista De Ciencias Sociales, 27(2), 502-513. https://doi.org/10.31876/rcs.v27i2.35937
Arno, E., & Mancho, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Services, 37(1), 68-73.
Ball, Ph., Kelly, K., & Clegg, J.(2015). Putting CLIL into Practice. Oxford, 336.
Boyko, A.M. (1996). Methodology of Teaching and Learning of Integrative Course “Theory and history of Pedagogics”: tutorial. Kyiv: ISDO, 2000. (in Ukrainian).
Coyle, D. (2007). CLIL – a pedagogical approach from the European perspective. Encyclopedia of language and education. Vol. 4. Second and foreign language education/Ed. By Nelleke van Deusen-Scholl and Nancy H. Hornberger. – New York, NY: Springer, pp. 97-111.
Clark, K. (2000). The design and implementation of an English immersion program. The ABC’s of English immersion: A teacher guide. Washington, DC: Center for Equal Opportunity, 44 p.
Council of Europe (2012). The Recommendation of the Committee of Ministers to member States
on ensuring quality education. URL: https://acortar.link/CDCUqf
Cummins, J. (2000). Immersion education for the millennium: what we have learned from 30 years of research on second language immersion. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Japan: katoh school, https://acortar.link/liGDpG
González Ardeo, J.M. (2013). “(In)compatibility of CLIL and ESP courses at university”. Language Value 5 (1), 24-47. Castelló, Spain: Jaume I University ePress. http://dx.doi.org/10.6035/LanguageV.2013.5.3
Fortanet-Gomez, I. (2013). CLIL in higher Education. Towards a Multilingual Language Policy. Bristol: Multilingual Matters, 285.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press.
Ilyenko, L.P. (1988). The experience of integrated learning in elementary school. Elementary School, 9, 31–38. (in Ukrainian).
Il’chenko, V., & Guz, I. (2019). Integration of Educational Content as a Challenge of the Times. The origin of pedagogical skills. Series: Pedagogical sciences, 24, 85-89. (in Ukrainian).
Korneva, Z.M. (2006). Methodology for the training of future economists of English business broadcasting on the basis of technology of immersion. (Abstract of cand. ped. sci. diss). Universidad Nacional Lingüística de Kiev, Kiev, Ucrania, 21 p. (In Ukrainian).
Lesca, U. (2012). An Introduction to CLIL: Notes based on a CLIL course at British Study Center. Oxford. https://www.itis.biella.it/europa/pdf-europa/CLIL_Report.pdf
Marsh, D. (2009) Introduction: Content and Language Integrated Learning. Oxford. 178.
Martín del Pozo, M.A. (2017). CLIL and ESP: synergies and mutual inspiration. International Journal of Language Studies, 11(4), pp. 29-48.
Martynova, R. Yu. (2002). Holistic general didactic model of the content of foreign languages teaching. Kyiv: Higher school, 454. [in Ukrainian].
Medvedok, E.K. (2004). Realization of Interdisciplinary Connections as a Condition for Integration of the Content of Education. Biology, 9 (March), pp. 2-5. (in Ukrainian)
Mehisto, P., Frigols, M.J., & Marsh, D. (2008) Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. Macmillan book for teachers, 238.
Montalto, S.A., Walter, A., Theodorou, M., & Chrusanthou, K. (2015). The CLIL Guidebook. Lifelong Learning Programme, 51 p.
Mehisto, P. (2012). Criteria for producing CLIL learning materials. Encuentro, 12, pp.15-33.
Non-standard English lessons. (2005). Methodological manual. - Kharkiv.: Osnova Publishing Group, 208 p.
Stepanenko, O., Kozinchuk, V., Polishchuk, N., Varianytsia, L., & Kishko, K. (2022). Modernising the theoretical and practical aspects of national education system development. Retrieved from Amazonia Investiga, 11(54), 306-314. https://doi.org/10.34069/AI/2022.54.06.29
Tarnopolsky, O. (2012). Constructivist blended learning approach to teaching English for Specific Purposes. London: little verse, 54 p.
The Law of Ukraine No. 37-38. On Higher Education. Vedomosti Verkhovna Rada (VVR), 2014. URL: https://zakon.rada.gov.ua/laws/show/1556-18#Text. (in Ukrainian).
The Ministry of Education and science of Ukraine (n/d) Goethe Institute. https://mon.gov.ua/ua/ministerstvo/diyalnist/mizhnarodna-dilnist/partneri-z-rozvitku/goethe-institut
Yavoruk, O. A. (2002). Functions of integrative courses in the process of teaching pupils’ natural sciences at school. Science and school, 1, 52-56. [in Russian]
Zyazyun, I. A. (2004). Philosophy of Pedagogical Perspective. Professional education: pedagogy and psychology. Ukrainian-Polish journal. Kyiv-Czestochowa: The endowment of the Higher Pedagogical School in Chekhonstov, 6, 209—222. (in Ukrainian).
Zagvyazinsky, V.I. (2004). Theory of Training: Modern interpretation: Textbook. Tutorial for students. Higher Study Routine. Moscow: Publishing Center " Academy", 171-178. (in Russian).
Voznyuk O.V. (2013) Knowledge Integration as the Basis of Interdisciplinarity of Pedagogy. Interdisciplinarity of pedagogy and its subdisciplines. Pod ed. Z. Szarota, F. Szioska. Scientific Publishing House of the Institute for Sustainable Technologies, 707-717. (in Polish)
Publicado
2023-06-30
Cómo citar
Myronenko, T., Dobrovolska, L., Shevchenko, I., & Kordyuk, O. (2023). Theoretical and methodological principles of integrating CLIL and ESP in educational establishments in Ukraine. Amazonia Investiga, 12(65), 296-306. https://doi.org/10.34069/AI/2023.65.05.28
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