PROMOTING LEARNER AUTONOMY THROUGH CLIL CLASSES IN HIGHER EDUCATION

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

Ljiljana Markovıć Zorica Prnjat Aleksandra Vraneš

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. 

Keywords

Learner autonomy, CLIL, higher education, geosciences, environmental sciences

References

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