电邮这篇文章 Elective language CLIL courses as a means of vocational guidance for students at the upper stage of basic general education
- 作者: Lyulyushin A.A.1, Stepashkina O.I.1
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隶属关系:
- Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
- 期: 卷 26, 编号 195 (2021)
- 页面: 153-163
- 栏目: ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В СРЕДНЕЙ ШКОЛЕ
- URL: https://journal-vniispk.ru/1810-0201/article/view/298517
- DOI: https://doi.org/10.20310/1810-0201-2021-26-195-153-163
- ID: 298517
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The development of students’ professional identity is one of the main goals of their education at the senior level of basic general secondary education. Achievement of this goal will largely help school students to make a choice of a direction of training or specialty at a university for higher education and upon completion of professional activity. In this case, in the context of specialized education at school, elective language courses aimed at immersion in the world of future professions by means of the studied language can play a special role. Content and language integrated learning is one of the innovative approaches for the domestic education system, which consists in the simultaneous study of a foreign language by students and mastering a specialized discipline or specialty. Elective language CLIL-courses, built on the model of integrated learning, are able to create didactic conditions for the simultaneous achievement of three learning goals: a) mastering by students of a foreign language; b) mastering the profile discipline by students; c) creating conditions for the professional self-determination of school students and their career guidance. We consider: a) the linguodidactic potential of language elective courses; b) describe the linguodidactic capabilities of content and language integrated learning; c) define and substantiate the key characteristics of an elective CLIL language course. These characteristics include: 1) a three-aspect learning goal; 2) CLIL-course should include thematic modules, revealing the features of one or different professions; 3) the system of problematic tasks and cases of a professional orientation should act as the methodological dominant of the CLIL course; 4) the use of a cluster approach to organizing and conducting a CLIL course; 5) teaching tandem in teaching CLIL-course. We describe in detail each of their key characteristics.
作者简介
A. Lyulyushin
Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
Email: lulushin_aa@lspu-lipetsk.ru
ORCID iD: 0000-0001-7938-6118
Candidate of Pedagogy, Associate Professor, Associate Professor of Linguistics and Intercultural Communication Department
42 Lenin St., Lipetsk 398020, Russian FederationO. Stepashkina
Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University
编辑信件的主要联系方式.
Email: stepaschkina.oxana@yandex.ru
ORCID iD: 0000-0003-3355-810X
Candidate of Pedagogy, Associate Professor of Linguistics and Intercultural Communication Department
42 Lenin St., Lipetsk 398020, Russian Federation参考
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