Lexical aspects of CLIL: Experience from selecting relevant vocabulary

VOGEL, Radek. Lexical aspects of CLIL: Experience from selecting relevant vocabulary. 2010.

Základní údaje

• Originální název: Lexical aspects of CLIL: Experience from selecting relevant vocabulary
• Název česky: Lexikální aspekty CLIL: zkušenosti z výběru relevantní slovní zásoby
• Autoři: VOGEL, Radek.
• Vydání: 2010.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Obor: 60200 6.2 Languages and Literature
• Stát vydavatele: Česká republika
• Utajení: není předmětem státního či obchodního tajemství
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova česky: CLIL; collection of vocabulary; foreign languages; lexical approach; methodology; science teachers
• Klíčová slova anglicky: shromažďování slovní zásoby; cizí jazyky; lexikální přístup; metodologie; učitelé fyziky a chemie
• Příznaky: Mezinárodní význam

Anotace

Presentation at the international conference Challenges in Foreign Language Education (Komenský University, Bratislava, Slovakia, 26 November 2010). Language and Content Integrated Learning (CLIL) is a methodology of teaching foreign languages which is based on using the target foreign language as a means of instruction in other curricular subjects. It is an intercultural and multilingual approach which enables integration of language and content of other subjects, eliminating thus a need of extra hours of foreign language and enhancing the teaching of non-linguistic subjects at the same time. The paper focuses on the key factors that must be considered when selecting and organising vocabulary suitable for introduction of English through teaching sciences, namely physics and chemistry. The experience draws on participation in a project managed at the Faculty of Education, Masaryk University in Brno, aimed at preparation of vocabulary and methodology materials for teachers of different subjects at Czech lower secondary schools. The teachers, who are not qualified language teachers, collect the relevant vocabulary in the first language, and are to be provided support from the project team, foreign language (English) teachers, whose task is to compile vocabulary books for each subject and prepare the corresponding CLIL methodology. The paper attempts to seek ways to achieving the most logical arrangement and relevant composition of such specialised vocabularies. The collected lexical material ranges from single word expressions to complex and compound sentences, from nominal terms to classroom instructions and explanations with multiple predications. The research has used a representative corpus of 1,000 expressions, applying methods of both quantitative and qualitative analyses. Given the diversity of source teaching materials, which are accreditated individually by each of the involved schools (in correspondence with their own Framework Education Programmes), a common approach must be found to arrangement of the vocabulary in order to stress the core elements of each topic on the syllabuses of the subjects, as well as to unify to a certain extent the special and quite heterogeneous components depending on the needs of individual schools. Another limitation is the CLIL methodology, which must be designed so that it fits the foreign language competences of both specialist teachers and their students. Although the collection of lexical material for the project is still in progress, some partial outcomes are already being tested in the real classroom, bringing thus the necessary feedback.

Anotace česky

Prezentace na mezinárodní konferenci Challenges in Foreign Language Education (Univerzita Komenského, Bratislava, Slovensko, 26. listopadu 2010). Language and Content Integrated Learning (CLIL) je metoda výuky cizích jazyků založená na využití cílového jazyka jako prostředku výuky jiných školních předmětů. Jde o interkulturní a multilingvní přístup, který umožňuje integraci cizího jazyka a látky jiných předmětů, čímž snižuje potřebu dalších hodin CJ a současně posiluje výuku nejazykových předmětů. Příspěvek se zaměřuje na klíčové faktory, jež je třeba zvážit při výběru a uspořádání slovní zásoby vhodné k zavádění angličtiny prostřednictvím přírodních věd, jmenovitě fyziky a chemie. The experience draws on participation in a project managed at the Faculty of Education, Masaryk University in Brno, aimed at preparation of vocabulary and methodology materials for teachers of different subjects at Czech lower secondary schools. The teachers, who are not qualified language teachers, collect the relevant vocabulary in the first language, and are to be provided support from the project team, foreign language (English) teachers, whose task is to compile vocabulary books for each subject and prepare the corresponding CLIL methodology. The paper attempts to seek ways to achieving the most logical arrangement and relevant composition of such specialised vocabularies. The collected lexical material ranges from single word expressions to complex and compound sentences, from nominal terms to classroom instructions and explanations with multiple predications. The research has used a representative corpus of 1,000 expressions, applying methods of both quantitative and qualitative analyses. Given the diversity of source teaching materials, which are accreditated individually by each of the involved schools (in correspondence with their own Framework Education Programmes), a common approach must be found to arrangement of the vocabulary in order to stress the core elements of each topic on the syllabuses of the subjects, as well as to unify to a certain extent the special and quite heterogeneous components depending on the needs of individual schools. Another limitation is the CLIL methodology, which must be designed so that it fits the foreign language competences of both specialist teachers and their students. Although the collection of lexical material for the project is still in progress, some partial outcomes are already being tested in the real classroom, bringing thus the necessary feedback.