Course title in Estonian
Aine- ja keeleõppe lõimimine mitmekultuurilises õpikeskkonnas
Course title in English
Content and Language Integrated Learning in a Multicultural Environment
approximate amount of contact lessons
lecturer of 2018/2019 Spring semester
lecturer not assigned
lecturer of 2019/2020 Autumn semester
lecturer not assigned
Develop an ability to understand cultural differences of students’ thinking, attitudes and value judgements, analyse and resolve intecultural problem situations. Prepare students to link content and language teaching in a multicultural learning environment, create conditions for acquiring knowledge and skills to support sudents with linguistic special needs in cooperation with subject and language teachers.
Brief description of the course
Introduce the main terminology of intercultural communication and models of dimensions of culture (Hofstede, Hall, Gudykunst & Ting-Toomey), opportunities for considering students’ cultural and ethnic identity and their cultural value judgements as well as a critical perspective of multiculturality (Dervin, Abdallah-Pretceille), students’ adaptation challenges (ethnocentrism, stereotypes, predjudices, culture shock), peculiarities of teachers’ and students’ verbal and non-verbal interaction in a multicultural setting,criteria for evaluating intecultural communication competence while teaching different subjects and ways of resolving problematic situations at school (Cushner & Brislin), the perspective of creation a culture of cooperation (Puren). Introduce the Common European Framework of Reference for Languages as the foundation document of European language learning/teaching policy and its concept of language ability as a starting point for integrating subject and language education. Give a thorough overview of the aims of content and language teaching integration, its theoretical foundations, forms (language immersion, CLIL, student exchange, local and international projects, etc.) and methods (language support in content lessons, content support in language lessons, resorting to overarching topics and and projects) as well as assessing students with linguistic special needs, role of feedback and its various forms in a multicultural environment. Utilisation of respective research findings in the classroom, familiarisation with the Estonian and world experience of content and language instruction integration, opportunities of implementing the European language portfolio while evaluating the language ability of students with linguistic special needs, visiting general education language classes as well as language immersion centre.
As independent work, students will familiarise themselves with respective theories, i.e.assigned sections from theoretical sources and lecture material as well as complete assigned hometasks: they will analyse CLIL classes, develop one CLIL teaching tool, complete a worksheet about assessment and feedback options in CLIL and fulfil a worksheet about the visit to language immersion centre.
Learning outcomes in the course
The student will know the basic terms of the theory of culture and has an overview of cultural differences in the students’ and teachers’ way of thinking, attitudes and value judgements, can analyse cultural differences and resolve problem situations in a multicultural learning environment.
The student has a comprehensive understanding of European language learning policy principles and subject and language learning integration objectives, theoretical considerations, its forms and methods, an ability to critically evaluate and choose them; an ability to relate theoretical knowledge to language acquisition and learning experience and utilise them to support the individual development - including language acquisition and evaluation of language ability - of students with linguistic special needs; an ability to work in a team with subject and language teachers; preparedness for continuous professional development.
The student will be familiar with different forms and ways of measuring language ability and providing feedback and is able to use them in light of multiculturality for the purpose of languge proficiency advancement connecting them with those of assessing subject knowledge.
Annekatrin Kaivapalu, Ene Alas, Liljana Skopinskaja, Aleksandra Ljalikova, Kateryn Mänd
COYLE, D. 2012. C.L.I.L. Content and Language Integrated Learning. Cambridge University Press.
HÖNIG, I. 2010. Assessment in CLIL: theoretical and empirical research 2010. VDM.
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CUSHNER, K. / BRISLIN, R. 1996. Intercultural Interaction: A Practical Guide. London: Sage.
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