scholarly journals HISTORY AND MAIN COMPONENTS OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH (CLIL)

2019 ◽  
pp. 152-160
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Educational Program ◽  
School Curriculum ◽  
Teaching Approach ◽  
Secondary School Education ◽  
Teaching Content ◽  
Cognition And Culture ◽  
Class Room ◽  
Main Components

The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in socio-oriented tasks using a foreign language. To be more specific, they may participate in joint projects with their peers from other countries or hold videoconferences. Variability and choice of teaching approach lies within the needs of the secondary school. If a school curriculum is designed inconsistency with CLIL, it is noteworthy to mention that teaching a foreign language as a separate subject gradually ceases being in the timetable,and CLIL becomes a part of school’s educational program. Organizing special educational programs contributes to the formation of learners.

scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

scholarly journals School Plant Development and Managements A Panacea for Self Reliance and Economic

2018 ◽  
Vol 3 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Secondary School ◽  
Plant Development ◽  
Economic Status ◽  
School Curriculum ◽  
Secondary School Education ◽  
Youth Delinquency ◽  
Self Reliance ◽  
Secondary School Curriculum ◽  
Proper Values ◽  
Graduating Students

Secondary school education in Nigeria has been saddled with the responsibility of graduating students who can be self employed. The purpose of this noble assignment is to develop and inculcate proper values for survival of individual and the nation; develop intellectual and creative skills for self reliance as well curb insecurity amongst the youths. This paper stressed the need to renew secondary school curriculum to accommodate school plant development and maintenance for self reliance amongst secondary school graduates, it suggested that self reliance will curb youth restiveness thereby enhancing the economic development of the nation. The need for self reliant, youth restiveness and school plant development is discussed. The paper concludes by inferring that poverty can be alleviated, youth delinquency curbed, unemployment reduced, economic status enhanced, if graduates of secondary institutions in Nigeria are equipped with skills with which to be self-reliant.

scholarly journals The 2016 National Matriculation and General Certificate of Secondary Education English Test: a Challenge to the Goal of Foreign Languages Education in Vietnamese Schools

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
School Education ◽  
Secondary School Education ◽  
General School ◽  
To Receive

Every year in Vietnam there are nearly a million Vietnamese 12 graders taking as compulsory the national general certificate of secondary education English testto be eligible to receive  general certificate of secondary school education. Since 2015, the English test has been used for students to achieve two goals: (1) to receive general certificate of secondary school education and (2) to gain entrance to Vietnamese universities and colleges. The test is referred to as “the national matriculation and general certificate of secondary education English test”. It has a clear format, clearly specified contents, a clear and detailed scoring scheme, and is made public in the Vietnamese mass media. However, looked at from both theoretical and practical levels, there are still problems with the test that need to be examined and discussed. This is the purpose of this paper. As a way of start, the paper will provide a description of the test. Then, it will examine some of its key qualities, and present its washback and impact on the Vietnamese general school foreign language education. In the conclusion, after summarizing the strengths and weaknesses of the test, the paper will conclude that due to its weaknesses in both content and format,and its long-term negative washback, the 2016 national matriculation and general certificate of secondary education English test presents a big challenge to the communication goal of the Vietnamese general foreign language education. The paper recommends that for the quality of foreign language teaching and learning in Vietnamese schools to be improved andfor the foreign language education in Vietnamese schools to meet the requirements of globalization in Vietnam, a radical renovation in both test format and test administration should be exercised.

scholarly journals Facilitation of the Understanding of Novels by Senior Pupils as a Problem of Psycholinguistics

2020 ◽  
Vol 28 (1) ◽  
pp. 214-238
Author(s):  
Nataliia Mykhalchuk ◽  
Natalia Hupavsheva
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
English Literature ◽  
Educational Institution ◽  
The Novel ◽  
Scientific Methods ◽  
Cognitive Component ◽  
The Subject ◽  
Main Components ◽  
Broad Meaning

The purpose of the article is to identify main components of the activities of pupils in reading novels at the lessons of World and English literature at secondary school; to propose such types of dialogism, which will facilitate pupils’ understanding of novels; to describe the results of our pilot study which was organized in September-December 2019 at secondary educational institution №15 in t. Rivne at the lesson of English literature with the aim to analyze the types of dialogism in the process of reading and understanding a novel by pupils. Methods and methodical instrumentation of the research. The following scientific methods were used: holistic analysis of the text, problem-thematic analysis, also comparative analysis (Bondarenko, 2016); the descriptive method, the method of distributive analysis, the method of syntactic transformation of text material (Voronkova, 2020). The results of the research. Taking into account the features of senior children, we have identified three main components of the activities of pupils in reading novels at the lessons of World and English literature at secondary school. These components are: (1). A cognitive component, that has in its structure: a) contexual reading; (b) interpretive reading; (c) semantic reading. (2). A communicative component. (3). Subjectly-oriented component. We proposed such types of dialogism: (1). Subordinated dialogism, which involves taking into account the personality of the author of the text (or its heroes), which in this case is the subject of the novel. (2). Coordinative dialogism, which, unlike subordinated one, is oriented not so much to the personal aspect as to the procedural nature of interaction in the broad meaning. 3. Personality-reflexive dialogism which is the most meaningful in terms of understanding of the partner in the process of quasi-communication. Conclusions. In general, senior pupils tend to focus on coordinative type of dialogism in the process of reading a novel, because, first of all, the procedural interaction between schoolchildren and the author of the novel is quite important for them. In order to actualize subordinate and personality-reflexive dialogism, in our opinion, senior pupils should be involved into the activity of translation of novels written in a foreign language (it is a translation from a foreign language into their native language).

Teaching Arabic As A Second Language: An Evaluation Of Key Word Method Effectiveness

2012 ◽  
Author(s):  
Muhamadul Bakir Hj. Yaakub
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Curriculum ◽  
Learning Activities ◽  
Learning Function ◽  
Key Word ◽  
Secondary School Curriculum ◽  
The Brain

Kajian ini bertujuan menguji keberkesanan dan kesesuaian “kaedah kata kunci” untuk diguna pakai dalam pengajaran dan pembelajaran bahasa Arab sebagai bahasa asing dalam sukatan pelajaran sekolah menengah di Malaysia. Kaedah kata kunci merupakan satu percubaan dalam mengatasi cabaran pembelajaran bahasa Arab, dan juga mengemukakan satu pilihan terbuka bagi mengatasi kerumitan yang dihadapi oleh para pelajar, dengan harapan ia menjadikan mereka lebih bermotivasi mengejar kejayaan dan berinovasi dalam kegiatan pembelajaran. Persoalan utama di sini adalah sama ada sesuatu kaedah pembelajaran yang diguna pakai adalah sejajar dengan kepentingan pembelajaran, seperti membangunkan daya ingatan sebagai strategi, yang berfungsi sebagai pemangkin keupayaan otak untuk bergerak aktif mendorong pelajar menuju kejayaan. Untuk tujuan itu, satu uji kaji terkawal telah dijalankan bagi menilai keberkesanan strategi pembelajaran mengingat terhadap pelajar bahasa Arab. Kata kunci: Kaedah kata kunci, pembelajaran bahasa Arab, cabaran dan kerumitan, strategi pembelajaran, penilaian uji kaji This study aims to examine the effectiveness and the practicality of the “key word method” in teaching and learning Arabic as a foreign language within the Malaysian secondary school curriculum. The method is designed to overcome the challenges of learning Arabic, so that they become motivated in achieving their learning target and become innovative in their learning activities. The issue here is whether a learning method is really on par with its learning function, such as developing a memory learning strategy by understanding the working of the brain. The study conducted an experiment to see whether the memory learning strategy would have an impact on learners in a controlled enviroment. Key words: Key word method, learning Arabic, challenges and difficulties, learning strategy, experimental evaluation

Methods for teaching professional terminology in the context of distance learning

2021 ◽  
pp. 120-125
Author(s):  
Elena M. Miloserdova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary School ◽  
Foreign Language ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Offline Learning ◽  
Main Components ◽  
Teaching Professional

The features of the methods for teaching professional terminology in a distance format are considered. The main components, means and principles on which the lessons are based are indicated. The most popular and functional online educational platforms are presented and de-scribed. In addition, we aim to present and structure the components of an online lesson that are essential for the successful and productive assimilation of new language material. The stages of work with professionally adapted text are considered in detail. Examples of assignments for all types of pre-text, during-text and post-text work are given. A generalized structure and characteristics of the main components of an online lesson when working with professional nomenclature are given. It is concluded that each section and aspect of the methods of foreign language teaching has its own characteristics of work associated with the stages and means used in the classroom, passing through the same stages as the classroom; that teaching the language of a specialty in the conditions of distance education can fully replace offline learning, provided that the material of the lesson is adequately selected, the correct step-by-step course of the lesson. The work is addressed to teachers of Russian as a foreign language, teachers of Russian as a non-native language in secondary school.

ABOUT THE PROBLEM OF CLASSIFICATION OF THE CONCEPTS OF INFORMATICS STUDIED AT SECONDARY SCHOOL

2018 ◽  
pp. 4-7
Author(s):  
S. I. Zenko
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Computer Science ◽  
Parts Of Speech ◽  
The Third ◽  
The Cross ◽  
Definition Of

The article raises the problem of classification of the concepts of computer science and informatics studied at secondary school. The efficiency of creation of techniques of training of pupils in these concepts depends on its solution. The author proposes to consider classifications of the concepts of school informatics from four positions: on the cross-subject basis, the content lines of the educational subject "Informatics", the logical and structural interrelations and interactions of the studied concepts, the etymology of foreign-language and translated words in the definition of the concepts of informatics. As a result of the first classification general and special concepts are allocated; the second classification — inter-content and intra-content concepts; the third classification — stable (steady), expanding, key and auxiliary concepts; the fourth classification — concepts-nouns, conceptsverbs, concepts-adjectives and concepts — combinations of parts of speech.

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