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The Hungarian<br />
Perspective in CLIL<br />
Mária ria Szabóné Szab Pákozdi kozdi<br />
Kaunas, May 16, 2008<br />
Károli roli Gásp G spár r University, Budapest
Topics<br />
1. CLIL at Károli roli University<br />
2. Dual language Education in HU and<br />
CLIL in Europe - Interesting facts in<br />
HU grammar and vocational CLIL<br />
schools<br />
3. Benefits and Drawbacks from<br />
different perspectives in HU and in<br />
LT<br />
4. How to be a CLIL teacher?<br />
teacher
1. CLIL at Károli roli University<br />
European projects in Education<br />
Bilingua Programme<br />
(2-year, (2 year, post-graduate<br />
post graduate programme for teachers of<br />
non-language<br />
non language subjects in English)<br />
CLIL Conference for former Socialist<br />
countries<br />
Research<br />
(involving involving university students)<br />
students
Erasmus Intensive Programmes<br />
for teacher trainees
2. Dual language education<br />
and CLIL<br />
HU:<br />
Dual language education since<br />
1987 (top down)<br />
Aim: Aim:<br />
to develop the language<br />
competence of some gifted<br />
students in order to pursue<br />
studies abroad<br />
High quality<br />
Secondary(15<br />
Secondary(15-18)<br />
18)- primary(7 primary(7-<br />
14) –kindergarten<br />
kindergarten - teriary? teriary<br />
Languages: Languages:<br />
EN, FR,GE, ES, IT,<br />
RU<br />
European trends: trends<br />
CLIL since 1996<br />
Aim: Aim:<br />
to develop the language<br />
competence of students in<br />
mainstream education<br />
Often experimenting<br />
Several levels, levels,<br />
several<br />
approaches<br />
Languages:<br />
Languages:<br />
mainly EN and FR,<br />
ES, etc
CLIL in the primary
Dual lang. lang.<br />
grammar schools<br />
and vocational schools (14-18y) (14 18y)<br />
aims<br />
Subjects<br />
(+ Target<br />
Lang.Culture)<br />
Lang.Culture<br />
Results<br />
tendencies<br />
teachers<br />
Grammar Schools<br />
Further studies or autonomous<br />
learning in the FL<br />
YILL and year 0<br />
Theoretic subjects<br />
Outstanding<br />
(final final exams: exams:<br />
0,48 grade higher<br />
than the national average) average<br />
78% satisfied<br />
Double Majors<br />
Vocational Schools<br />
Work in the FL<br />
YILL and year 0<br />
Subjects of the profession<br />
A bit lower than in the grammar<br />
schools<br />
72% satisfied<br />
Content teachers having taught<br />
or practised their prof. abroad
3.Benefits and Drawbacks:<br />
Drawbacks:<br />
the perspective of:<br />
1. Students<br />
2. Teachers<br />
3. The school<br />
4. The local community
3.1.Benefits and Drawbacks:<br />
Drawbacks:<br />
the students’ students perspective<br />
Practical language knowledge<br />
Results<br />
Further studies<br />
Mother tongue<br />
International networking(projects<br />
networking projects, ,<br />
student exchange, exchange,<br />
studies abroad,cult abroad cult. .<br />
events)<br />
events
3.2.Benefits and Drawbacks:<br />
Drawbacks:<br />
the teachers’ teachers perspective<br />
Challenges,<br />
Challenges,<br />
environment supporting professional<br />
development<br />
Lack of centrally organized training<br />
Problems of the common forum on the Internet<br />
Improvement of their FL competence<br />
Cooperation on every level<br />
Teaching materials development<br />
Salary/ Salary/<br />
number of lessons<br />
Parents’ Parents demands<br />
Motivated learners
3.3.Benefits and Drawbacks:<br />
Drawbacks:<br />
the schools’ schools perspective<br />
Larger pool of students/selection<br />
students selection<br />
Bigger support, support,<br />
better conditions, conditions,<br />
but: but:<br />
lack of <strong>text</strong>books<br />
Availability of well-qualified<br />
well qualified teachers, teachers,<br />
native treachers’ treachers competencies<br />
A different final exam<br />
Ill-founded Ill founded parents’ parents expectations<br />
Lack of centralised events
3.4.Benefits and Drawbacks:<br />
Drawbacks:<br />
the perspective of the local<br />
community<br />
„Best Best school” school impact<br />
Selection/segregation<br />
Selection segregation<br />
Need for bigger support<br />
Enhancing international cooperation<br />
But: But:<br />
no solution for the foreign<br />
language competence of the public
Benefits and Drawbacks<br />
Students<br />
Teachers<br />
in LT<br />
School<br />
Local community
4.How to be a CLIL teacher? teacher<br />
Language teacher<br />
Interest<br />
1. Interest<br />
Content based<br />
materials<br />
2. Content<br />
3. Co-operation<br />
Co operation with the<br />
content teacher(s) teacher(s)<br />
4. Additional training<br />
5. Dedication<br />
Content teacher<br />
Interest<br />
1. Interest<br />
Experimenting with<br />
2. Experimenting<br />
the FL (projects projects or parts of<br />
the lesson in the FL)<br />
3. Co-operation<br />
Co operation with the<br />
FL teacher<br />
4. Additional training<br />
5. Dedication
4.1.Interest<br />
Visit:<br />
Keith Kelly’s Kelly Factworld yahoogroup<br />
http:// http://groups.yahoo.com<br />
groups.yahoo.com/group group/factworld factworld/<br />
www.clilconsortium.jyu.fi<br />
(Tallin Conference: 24-25 October)<br />
www.onestopclil.com<br />
www.teachingenglish.org.uk<br />
www.clilcompendium.com<br />
www.euroclic.net<br />
www.britishcouncil.org<br />
www.univie.ac.at/Anglistik/ang_new/online_papers<br />
http://www.ecml.at/mtp2/CLILmatrix/
4.2.Content based material<br />
– Experimenting with the FL<br />
Lesson plans and<br />
reflections from<br />
teacher trainees: trainees<br />
What did they like<br />
and dislike? dislike<br />
How did the<br />
cooperation go?<br />
Did they draw any<br />
conclusions?<br />
conclusions
4.3.Co-operation<br />
4.3.Co operation<br />
How would you go<br />
about a lesson in<br />
English on<br />
Charlemagne,<br />
Charlemagne,<br />
the<br />
first European king? king<br />
Brainstorm.<br />
Brainstorm
4.4. Additional training<br />
and 4.5. Dedication
Thank you for your<br />
attention! attention<br />
pakozdimari@yahoo.co.uk