CLIL (İçerik Dili Entegre Öğrenme) Coğrafyasının Öğretilmesinde Uzman Mandalının Didaktik Kullanımı: İlköğretimde Bir Eylem Araştırması

Year 2020, Volume: 6 Issue: 13, 17 - 34, 30.04.2020

Georgia Kosma

Abstract

Research findings in the educational field show that learning within the setting of dramatic inquiry based teaching approaches, such as Mantle of the Expert (MoE), develops students' creativity as regards new knowledge construction. The European Commission promotes the integration of content and language learning through the CLIL (Content Language Integrated Learning) approach, because it provides students with meaningful opportunities for immediate use of new language skills as opposed to later use which results from traditional mainstream teaching practices.
The present study focuses on the implementation of a six teaching hours action research by means of the MoE dramatic teaching approach into the CLIL Geography teaching curriculum for the 6th grade of a Greek state primary school. The results of the qualitative data processing evince MoE as a dynamic supplement to the CLIL approach featured by profound educational benefits as its didactic use:
1) creates dialogic learning environments
2) changes the dynamic of how new knowledge is constructed and used
3) enflames children’s imagination
4) develops a sense of community belonging within the school classroom

Keywords

Mantle of the Expert, CLIL, New Knowledge Construction, Action Research

The Didactic Use of Mantle of the Expert in Teaching CLIL (Content Language Integrated Learning) Geography: an Action Research in Primary Education

Abstract

Research findings in the educational field show that learning within the setting of dramatic inquiry based teaching approaches, such as Mantle of the Expert (MoE), develops students' creativity as regards new knowledge construction. The European Commission promotes the integration of content and language learning through the CLIL (Content Language Integrated Learning) approach, because it provides students with meaningful opportunities for immediate use of new language skills as opposed to later use which results from traditional mainstream teaching practices.
The present study focuses on the implementation of a six teaching hours action research by means of the MoE dramatic teaching approach into the CLIL Geography teaching curriculum for the 6th grade of a Greek state primary school. The results of the qualitative data processing evince MoE as a dynamic supplement to the CLIL approach featured by profound educational benefits as its didactic use:
1) creates dialogic learning environments
2) changes the dynamic of how new knowledge is constructed and used
3) enflames children’s imagination
4) develops a sense of community belonging within the school classroom

Keywords

Mantle of the Expert, CLIL, New Knowledge Construction, Action Research

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