Siret Piirsalu

Elle Sõrmus

Kateriina Rannula

Applying CLIL in Research Methodology Module at Tallinn

Health Care College

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Tallinn 2013

Content

CLIL Tallinn Health Care College Research Methodology Module Cooperation of lecturers

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CLIL

Innovative methodology since 90’s Language learning included in content

classes Content from subjects in language-learning

classes Development of learning skills supports the

achievement of content language goals

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Tallinn Health Care College

7 Applied Higher Education Curricula- Chair of Nursing- Chair of Midwifery- Chair of Dental Technician- Chair of Optometry- Chair of Occupational Therapy- Chair of Pharmacy- Chair of Health Promotion

3 Vocational Education Curricula (Baby sitter, Emergency technician, Care worker)

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30 years – teaching professional language

Past 3 years – applying CLIL to all specialities Estonian language is taught:- native language

- second language for special purposes- academic language- English language in all curricula- Russian language mainly as an elective subject

Research Methodology Module

Cooperation between lecturers - Estonian language, English, Information search, and Research Methodology

During 1st course, usually autumn semester

6 ECP, (50 % independent work), Estonian and English 26 h, Information search 18 h, Research Methodology 8 h

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Research Methodology Module

The goals of the module are to teach students to use evidence-based information in developing one’s profession, to develop knowledge about the aims and principles of research in nursing science and about theoretical and practical skills in writing a research paper.

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Research Methodology Module

Basic skills and knowledge to compile and present papers in accordance with the requirements of THCC

Module is passed with a speciality-focused oral presentation of the written report using scientific, evidence – based data

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Research Methodology Module

Each lecturers have separate responsibilities Research Methodology lecturer introduces

the databases (Ebsco, Cinahl, etc); topics for reports

E.g. First aid - Trauma, concussion, brain damage, contusion, fracture, shock, CPR, unconsciousness, injury, bleeding, mouth-to mouth

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Research Methodology Module

Information search lecturer – databases, reports, presentations

References: Russak, S. (2009). Suuõõne hügieen.

http://www.ut.ee/tervis/hambad/p4_1.htm (12.12.2011). Salum, T. (2010). Hügieen proteetikas. Hammas, 3, 34-37. Soo, T. (2008). Suuõõne individuaalne hügieen. Tallinn:

Medicina.

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Research Methodology Module

English language lecturer – professional English terminology, reading and analyzing authentic texts

E.g. haemorraghe – bleeding

Intestine – bowel – gut

oesophagus - gullet

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Research Methodology Module

/../Patient was referred to the radiology department where X-rays were taken of the skull and right arm. The radiologist who interpreted the X-rays found no fractures of the skull or of the facial bones. Nor was there any evidence of intracranial haemorraghe or cerebrovascular lesions /.../

/.../a fissure of the right ulna was detected.The lacerated cut on the right eyebrow was sutured with two stitches in local anaesthesia and bandaged /.../

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Research Methodology Module

Estonian language lecturer: academic use of language, reports, text formation, style levels

E.g. Tutikud (swabs) - steriilsed vatipadjakesed

manustama (administer) – rohtu andma

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Evaluation Criteria of the Module

Specific evaluation criteria Pass / no pass Lecturers evaluate the part they are

responsible for Students need an evaluation from all

lecturers involved

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CLIL in the Module

Integrating several subjects Safe learning environment Building student confidence Accessing and using authentic and current

materials Meeting students language needs and interests Peer evaluation Fostering critical thinking

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THANK YOU!