Applying CLIL at the Estonian Academy of Security Sciences

Language Centre

10th May 2013

Correctional Psychology and Professional English 1/2

• 2009/2010 – joint task – presentation (distance learning and day studies) – articles provided by subject teacher :– Summary in the Estonian language (to the subject teacher)

and presentation in English + discussion in English

• 2010/2011 – joint task – presentation (day studies; 2 English lecturers + subject teacher) – journals provided by lecturers:– Summary in the Estonian language (to the subject teacher)

and presentation in English + discussion in English.

– Feedback (likes, dislikes, recommendations).

– Online dictionary

Correctional Psychology and Professional English 1/2

• 2011/2012 – I student conference (E. Raska lecture hall) – articles chosen by students):– Moderators (students of the College of Justice), 4 topics,

coffee break, feedback session

– Online dictionary (BeSt)

• 2012/2013 – new subject teacher, II student conference

Document check + professional English and professional Russian

• Positive:- Real life situations – different foreign languages;- Facilitated acquisition of specific vocabulary; - Readiness to switch between languages- Teacher’s help/support- Immediate feedback- Recorded situations – analyse the use of language- Feedback on you activity (watching and analysing the

recordings)- Definitely continue such activities!

Document check + professional English and professional Russian

• Some ideas for the future:– Tension in the classroom – a lot of teachers– More preparation time– Take such activities outside the classroom (to

the training depot)

Applying CLIL - Response to intimate partner violence

incidents

Epp Leibur, Language Centre

Ülle Vanaisak, Police and Border Guard College

Students:

•second-year distance learning students, Police and Border Guard College, B1-B2

Subject:

• 2 credits, pass/fail exam

• 16 classroom hours (4 hours of CLIL)

• 36 self- study hours (18 hours of CLIL)

CLILTask: read an IPV-related research article in English and give a presentation about it at a seminar

• group work – four 4-student groups

•subject lecturer- chose the articles and

devised the procedure

• language teacher – gave assistance to

students with language during the

preparation phase and at the seminar

Procedure• read the article, prepare the presentation plan, find 10-

12 keywords,translate them into Estonian – e-mail this material to the language teacher

• get feedback, make changes, prepare presentation slides - e-mail this material to the language teacher

• get feedback, make changes, if necessary - e-mail this material to the language teacher

• get feedback, e-mail the final material to the subject teacher and the language teacher

• .give a presentation at the seminar

Conclusion

• Our cooperation was effective.• Students gained some new knowledge of the

subject of intimate partner violence and professional English as well as improved their interpersonal skills.

• Research articles should be of approximately the same length and level of difficulty.

• In order to have meaningful discussions after presentations, students’ English level should be at least B2.

Teaching experience:surveillance tactics

in prison and Russian

Krislin Pärt

Merle Tammela

Our pre-story

• 2003 -2006Krislin learned as a student in the Estonian Academy of Security Sciences and Merle was her Russian lecturer;

• 2005-2010 Krislin worked as a prison officer in different Estonian prisons;

• 2010 - 2012 Merle visited different prisons as a “work shadow”

• In 2012 Krislin started working as a teacher in the Academy of Security Sciences

Teaching process

Surveillance and tactics

Russian language

Two subjects - how to put them together?

One teacher knows the subject and the other knows the language, students need to

know both!

Not teaching but learning together !

Keywords - how we did it?

• Schedule

• Cooperation

• Teaching subject

• Teaching language

• Teaching the subject and the language at the same time

• Examination

Pros and cons

Pros• Interesting – diverse

learning prosess (tandem work), active communication during lessons

• Instructive – lessons gave students courage to use Russian in the workplace

• Practical input and output - provide practical skills

Cons• Expensive – two teachers

in one lesson at the same time

• Doesn´t work with large groups

• Different language level

• Students´ attitude, motivation

Thank you for your attention!