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Tartu University Pärnu College
Developing content-specific competences
through integrated language learning
Reet Soosaar
Tartu University Pärnu College
15 March 2012
www.pc.ut.ee
Why? How?
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• Reconsidering teaching practices• Integrated content and language
learning• Project-based language learning
Reconsidering teaching practices
• Teacher-controlled versus student-led learning
• Traditional foreign language learning versus communicative approach
„The centrality of student experience and the
importance of encouraging active student learning rather than a passive reception of knowledge“ (Cummins, 2005).
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Integrated content and language learning
4 Cs FRAMEWORK(Coyle, Hood, March)
CONTENT COMMUNICATION COGNITION
CULTURE
Content and language integrated learning
progression in knowledge, skills and understanding of the content;
engagement in associated cognitive processing;
interaction in the communicative context;
development of appropriate language knowledge and skills;
the acquisition of intercultural awareness, which is in turn brought about by the positioning of self and „otherness“. (Coyle, Hood, Marsh)
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Project-based learning
PBL is a methodological approach based on contextualized cooperative learning whose implementation fosters the development of learner’s cognitive, social, and communicative skills through their engagement in the execution of authentic tasks (Willis and Willis, 2007).
• promoting cooperative learning;• learning process interactive;• language learning involves all skills - reading,
writing,speaking, listening, and interaction;• focus on content and output;• developing interpersonal skills.
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Recycling of integrated skillswrite
to speak
write to read
listen to
speak
read to speak
listen to
write
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https://projects.zoho.com
TÜ Pärnu kolledž, www.pc.ut.ee
TÜ Pärnu kolledž, www.pc.ut.ee
• putting theory into practice;• acquiring content
knowledge;• using specific vocabulary;• developing content-based
competences;• collaborating and working
towards the goal;• understanding the
importance of teamwork.
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Outcomes
Surveys
• using project work for learning the content of project-management and marketing/advertising served its purpose;
• the whole process valuable; • creativity, innovative ideas;• material for content introduction sufficient for
completion of tasks;• assessment of teamwork;• monitoring and feedback;• meeting task deadlines.
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Sources
Coyle, D., Hood, P., Marsh, D.(2010). CLIL Content and Language Integrated Learning. Cambridge University Press.
Dooly, M., Masats, D. (2011). Closing the loop between theory and praxis: new models in EFL teaching. ELT Journal Volume 65/1 January 2011. Oxford University Press.
Gu, P.(2011). Challenges to Project-based Computer-assisted Language Learning for Professional Communication in China. IEEE Transactions on Professional Communication,Vol.54, No.3, September, 2011.
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