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PROMOTING LEARNER AUTONOMY THROUGH CLIL CLASSES IN HIGHER EDUCATION

Year 2016, Volume: 4 , 444 - 447, 01.09.2016

Abstract

:
In this paper, we present a CLIL module that combines teaching of English and
content related to environmental and geosciences. This is an experimental CLIL
module devised and implemented at the Faculty of Geography, University of
Belgrade with the second-year students of the Environmental Sciences Department
and Geography Department. The organization and development of the module was
conditioned by the students’ needs, motivation and interests, their foreign
language proficiency and their prior education. The main objective of the
module was to promote learner autonomy. Students themselves selected the topics
they wanted to study. The general themes were climate change, environmental
devastation and water scarcity. Students had to find information on these
issues and come up with possible solutions, which they presented to their
classmates. They were assigned to write an essay on a selected topic and
prepare a presentation for the class. Unlike teacher-centered environments in
which students are given grades, in this CLIL module the assessment was
performed by the students themselves. They evaluated their own learning,
monitored their progress and assessed the achievement together with their
classmates. 

References

  • Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP. Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dam, L. (1995). Learner Autonomy 3: from theory to classroom practice. Dublin: Authentik. Dunn, R. & Griggs, S. (Eds.). (2000). Practical Approaches to Using Learning Styles in Higher Education. Westport, Connecticut/London: Bergin & Garvey. Fosnot, T. C. (1996). Constructivism: A Psychological Theory of Learning. In C. T. Fosnot (Ed.), Constructivism: Theory, Perspectives and Practice (pp. 8-33). New York: Teachers College Press. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: OUP. ICF Report: Improving the effectiveness of language learning: CLIL and computer assissted language learning. (June 25, 2014.) Retrieved May 30, 2016 from http://ec.europa.eu/languages/library/studies/clil-call_en.pdf Little, D. (1999). Developing Learner Autonomy in the Foreign Language Classroom: A Social-Interactive View of Learning and Three Fundamental Pedagogical Principles. Revista Canaria de Estudios Ingleses, 38, 77-88. Little, D. (2003). Learner autonomy and second/foreign language learning. Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. Retrieved May 30, 2016 from http://www.llas.ac.uk/resources/gpg/1409. Marsh, D. (2002). CLIL/EMILE - The European Dimension: Action, trends and Foresight Potential. Jyväskylä: University of Jyväskylä. Nunan, D. (1988). The learner centred curriculum. Cambridge: CUP. Prnjat, Z. (2015). Content and Language Integrated Learning: English Language and Tourism Management. In N. Stojković (Ed.), Vistas of English for Specific Purposes (pp. 167-181). Cambridge: Cambridge Scholars Publishing. Prnjat, Z. & Marković, Lj. (2014). Integrating Multiple Intelligences in an ESP Course. In Integrating Language, Culture and Purpose in ESP. Proceedings of the 7th Austrian UAS Language Instructors’ Conference (pp. 113-118). Vienna: Facchochshule Technicum Wien. Serragioto, G. (2003). CLIL: Apprendere insieme una lingua e contenuti non linguistici. Perugia: Guerra Edizioni. Seradjoto, G., Prnjat, Z. & Guljelmi, L. (2008). Integrisano učenje sadržaja i jezika i nastava stranog jezika struke. Linguistique appliquée, 9, 37-54. Weimer, M. (2002). Learner Centered Teaching: Five Key Changes to Practice. San Francisco: John Wiley and Sons.
Year 2016, Volume: 4 , 444 - 447, 01.09.2016

Abstract

References

  • Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP. Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dam, L. (1995). Learner Autonomy 3: from theory to classroom practice. Dublin: Authentik. Dunn, R. & Griggs, S. (Eds.). (2000). Practical Approaches to Using Learning Styles in Higher Education. Westport, Connecticut/London: Bergin & Garvey. Fosnot, T. C. (1996). Constructivism: A Psychological Theory of Learning. In C. T. Fosnot (Ed.), Constructivism: Theory, Perspectives and Practice (pp. 8-33). New York: Teachers College Press. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: OUP. ICF Report: Improving the effectiveness of language learning: CLIL and computer assissted language learning. (June 25, 2014.) Retrieved May 30, 2016 from http://ec.europa.eu/languages/library/studies/clil-call_en.pdf Little, D. (1999). Developing Learner Autonomy in the Foreign Language Classroom: A Social-Interactive View of Learning and Three Fundamental Pedagogical Principles. Revista Canaria de Estudios Ingleses, 38, 77-88. Little, D. (2003). Learner autonomy and second/foreign language learning. Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. Retrieved May 30, 2016 from http://www.llas.ac.uk/resources/gpg/1409. Marsh, D. (2002). CLIL/EMILE - The European Dimension: Action, trends and Foresight Potential. Jyväskylä: University of Jyväskylä. Nunan, D. (1988). The learner centred curriculum. Cambridge: CUP. Prnjat, Z. (2015). Content and Language Integrated Learning: English Language and Tourism Management. In N. Stojković (Ed.), Vistas of English for Specific Purposes (pp. 167-181). Cambridge: Cambridge Scholars Publishing. Prnjat, Z. & Marković, Lj. (2014). Integrating Multiple Intelligences in an ESP Course. In Integrating Language, Culture and Purpose in ESP. Proceedings of the 7th Austrian UAS Language Instructors’ Conference (pp. 113-118). Vienna: Facchochshule Technicum Wien. Serragioto, G. (2003). CLIL: Apprendere insieme una lingua e contenuti non linguistici. Perugia: Guerra Edizioni. Seradjoto, G., Prnjat, Z. & Guljelmi, L. (2008). Integrisano učenje sadržaja i jezika i nastava stranog jezika struke. Linguistique appliquée, 9, 37-54. Weimer, M. (2002). Learner Centered Teaching: Five Key Changes to Practice. San Francisco: John Wiley and Sons.
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Details

Journal Section Articles
Authors

Ljiljana Markovıć This is me

Zorica Prnjat This is me

Aleksandra Vraneš This is me

Publication Date September 1, 2016
Published in Issue Year 2016 Volume: 4

Cite

APA Markovıć, L., Prnjat, Z., & Vraneš, A. (2016). PROMOTING LEARNER AUTONOMY THROUGH CLIL CLASSES IN HIGHER EDUCATION. The Eurasia Proceedings of Educational and Social Sciences, 4, 444-447.