VYTAUTO DIDŽIOJO UNIVERSITETAS HUMANITARINIŲ MOKSLŲ FAKULTETAS ANGLŲ FILOLOGIJOS KATEDRA Jolita Vinickytė INTEGRUOTO DALYKO IR KALBOS MOKYMO ĮGYVENDINIMAS: PRIVALUMAI IR IŠŠŪKIAI Magistro baigiamasis darbas Taikomosios anglų kalbotyros studijų programa, valstybinis kodas 621Q30002 Filologijos studijų kryptis Vadovė prof. dr. Nemira Mačianskienė ______ _________ (parašas) (data) Apginta ......................................__________ ____________ (Fakulteto dekanė) (parašas) (data) Kaunas, 2016 CONTENT AND LANGUAGE INTEGRATED LEARNING: ADVANTAGES AND CHALLENGES OF ITS IMPLEMENTATION By Jolita Vinickytė Department of English Philology Vytautas Magnus University Master Thesis Supervisor: Prof. Dr. Nemira Mačianskienė 12 May 2016 TABLE OF CONTENTS List of Tables ........................................................................................................................................ i List of Figures ...................................................................................................................................... ii Glossary of Terms .............................................................................................................................. iii SUMMARY ...................................................................................................................................... iv SANTRAUKA ....................................................................................................................................v 1 INTRODUCTION .............................................................................................................................1 2 THEORETICAL ASPECTS OF CLIL IMPLEMENTATION .........................................................3 2.1 The concept of CLIL ..................................................................................................................3 2.2 Theoretical framework ...............................................................................................................6 2.3 Diversity of CLIL implementation: international perspective ...................................................9 2.3.1 EU policy and implementation of CLIL in EU ...............................................................9 2.3.2 CLIL in secondary education .........................................................................................12 2.3.3 Overview of digital technologies as potential tools in CLIL classes .............................14 2.3.4 CLIL and cognitive development ..................................................................................17 2.3.5 CLIL and teacher professional development .................................................................18 2.4 Brief History of CLIL implementation in Lithuania ...............................................................21 3 METHODOLOGY ..........................................................................................................................21 3.1 Research rationale.........................................................................................................................21 3.2 Organisation of empirical research ...............................................................................................21 4 FINDINGS OF EMPIRICAL RESEARCH INTO CLIL IMPLEMENTATION ...........................29 4.1 CLIL IMPLEMENTATION IN FOREIGN COUNTRIES: EXPERT INTERVIEW ANALYSIS ....................................................................................................................................29 4.1.1 Advantages of CLIL implementation in foreign countries ............................................29 4.1.2 Problems of CLIL implementation ................................................................................31 4.1.3 Impact upon teacher development .................................................................................34 4.2 CLIL IMPLEMENTATION IN LITHUANIAN SCHOOLS ................................................35 4.2.1 Lithuanian CLIL teachers’ opinion analysis ..................................................................35 4.2.2 Lithuanian expert interview analysis .............................................................................42 4.3 COMPARISON OF FOREIGN AND LITHUANIAN EXPERT OPINIONS ......................48 5 CONCLUSIONS AND RECOMMENDATIONS ..........................................................................51 REFERENCES ...................................................................................................................................54 APPENDIX A. Foreign Experts’ Interview Responses (Original Language)....................................58 APPENDIX B. Plain Language Statement and Interview Questions .................................................65 APPENDIX C. Interview Questions for Lithuanian Experts .............................................................66 LIST OF TABLES Table 1 Three Stages of Developments in Bilingual Education. .........................................................5 Table 2 Advantages of CLIL implementation: Lithuanian and foreign experts’ opinion. .................44 i LIST OF FIGURES Figure 1 Qualitative distinction of CLIL by Ball P (2015:1). .......................................................... 6 Figure 2 The 4Cs Framework by Coyle D., Hood P., Marsh, D. (2010: 41) ................................... 8 Figure 3 Status of target languages used for CLIL in primary and/or general secondary education, 2010/11, Eurydice (2012: 41) .......................................................................................................... 10 Figure 4 Existence of CLIL provision in primary and/or general secondary education, 2010/11, Eurydice (2012: 39) ........................................................................................................................ 11 Figure 5 Status of CLIL provision in primary (ISCED 1) and general secondary education (ISCED 2 and 3, 2004/05, Eurydice (2006: 13) .............................................................................. 11 Figure 6 Example of Quizlet flashcards ......................................................................................... 16 Figure 7 Current level of in-service teachers in ongoing professional development (Canado, 2014: 14) .................................................................................................................................................... 21 Figure 8 Model of empirical research into advantages and challenges of CLIL implementation .. 28 Figure 9 Activating. ........................................................................................................................ 36 Figure 10 Guiding Understanding. ................................................................................................. 37 Figure 11 Focus on Language. ....................................................................................................... 38 Figure 12 Focus on Speaking ......................................................................................................... 39 Figure 13 Focus on Writing. ........................................................................................................... 40 Figure 14 Assessment, Review and Feedback. ............................................................................... 41 ii GLOSSARY OF TERMS CLIL – Content and Language Integrated Learning IDKM – Integruotas dalyko ir kalbos mokymas LAKMA - Lithuanian Association of Teachers of English as a Foreign Language CBLT – Content-based Language Teaching CBI – Content-based Instruction “Activating” – in CLIL classroom it is related to the presentation of a new topic to the students; how teachers find out what the level of students’ prior knowledge is; whether they use any visual or organizational materials; encourage students to speak or even do hands-on activities. “Guiding Understanding” - in CLIL classes it is related to teachers’ actions enhancing students’ active participation and understanding of the topic. “Focus on language” - helps to identify how much attention teachers dedicate to vocabulary building and terminology, grammar or differences between students’ mother tongue and foreign language. “Focus on writing” – deals with teaching how to write different types of texts that are related to specific subjects; using visual materials to organise students writing skills more easily; helping students during the process of writing or explaining the differences between concrete and abstract writing styles related to a particular subject they are teaching. “The 4Cs Framework” - stands for ‘content’, ‘communication’, ‘cognition’, and ‘culture’. It represents the integration of the most important factors in CLIL and is based on a holistic view. It indicates that content and language learning systems should be viewed as a whole, but not as separate parts that cannot function in isolation. iii SUMMARY The topic of this Master thesis is “Content and Language Integrated Learning: Advantages and Challenges of its Implementation”. The aim of this paper is to identify the benefits provided by integration of content and foreign language in the classroom as well as challenges faced in content and language integrated learning (hereinafter CLIL). In order to achieve this aim scholarly resources were consulted; furthermore, the documents of the European Commission in regard to CLIL implementation were analysed and research applying qualitative and quantitative research methods was performed aiming