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CLIL IN THE EDUCATIONAL PROCESS

CLIL IN THE EDUCATIONAL PROCESS

Sagandykova Gulnara Rustemovna
Teacher of English
Medical-pharmaceutical college «Danalyk»

We all know that the system of education in society depends on the foundation of the future society. It is important to note the role of language, which is the most important one and taking the central place in society and its system of relations. In its term the educational institution creates and develops conditions for successful foreign language learning. That is why there are new educational technologies in the educational process and one such technology is the subject and language integrated learning called CLIL.
The abbreviation CLIL means Content and Language Integrated Learning — integration of foreign language teaching and other disciplines. For the first time the term was suggested by David Marsh in 1994. The first time this term meant the process by which an academic discipline or their separate parts were taught in a foreign language. To achieve the ultimate goals of the educational process posed a twofold purpose: studying of the subject and the simultaneous learning of a foreign language. Marsh conducted his research for several years, and by 2001 had developed a methodology of learning-language integration and described it as follows: CLIL considers learning a foreign language as a tool for learning other subjects. [1].
This method is considered to be one of the most successful, as it allows you to combine the study of two or more subjects, one of which is a foreign language.
You must also consider the principle of “C” 4 » with» CLIL methodology: content, communication , cognition , cultural knowledge. [2].
Like any other technology, this method has its pros and cons. First, by means of this technology the study of the English language becomes purposeful, because language is used for solving specific communicative tasks, increases motivation, forming socio-cultural competence, updated vocabulary of subject terminology.
However, having such a lot of positive aspects, in the implementation of this methodology there can be some problems in the educational process. There are  two main reasons : 1.the lack of teachers of a foreign language who have sufficient knowledge on a particular subject and 2.language deficiencies of a teacher. Negative aspects include the imperfection of some English textbooks, and an insufficient number of training sessions according to the educational program. The application of the technique also makes a different proficiency level foreign language learners, which may lead to an increase in teaching load and, consequently, to a number of psychological and psychosomatic problems. The teacher, in turn, also has to face certain requirements, such as the use of various forms and methods of presentation of educational material and organization of educational activities, to take into account individual abilities of students and to be in constant creative search. Over time, working on the CLIL methodology, the teacher takes on specific competencies.
A lesson with the use of approach (CLIL) has two goals: the subjective and lingual. Lesson planning assumes that the teacher must foresee the possible language difficulties of the students in mastering the subject material and to provide support for «solving» these problems. [4,25].
In class (CLIL) should  attend all kinds of speech activity, although the features of the approach (CLIL) is such that the reading takes most of the training time. However, the teacher can plan the lesson so that some of the material can be presented in the form of text, using search methods of learning may come to understand the material through dialogue and conversation. Listening can be combined with the letter (completing tables, constructing schemes, restoration of missing). In the selection of educational material, you need to choose diverse style authentic texts that meet the age peculiarities and level of language proficiency of students. You can also use audio and video materials. Texts are perceived better when they are broken into small chunks, and accompanied by illustrations, diagrams, maps, etc. Texts should contain rereading and after reading tasks [3,12].
During the lesson you must:
-to name the goals clearly and expected results of the lesson.
-to create a favorable educational environment for the study of languages;
— to develop four kinds of speech activity (reading, listening, writing, speaking);
-to repeat the incomprehensible sentences and phrases a few times to the students if needed;
— to use the vocabulary available to perception;
— to work with key words;
— to encourage the students  for using the lesson in a second language;
to use different types of activities to increase motivation.
The CLIL approach entails the integration between linguistic and non-linguistic objects not only in the classroom but also outside the lessons [5,20].
In conclusion, I want to say that despite all these difficulties the application of CLIL, this methodology represents an innovative approach to the teaching of foreign languages, which allows to solve many problems of the educational process. With proper consideration of all factors, the application of techniques of linguistic integration will allow: to significantly increase motivation to learn foreign languages, to teach students to consciously and freely use the foreign language in everyday communication; to expand their horizons, knowledge and acceptance of other cultures and values; to prepare students for further education on the chosen specialty; to develop and improve linguistic and communicative competence through the study of a foreign language.

Literature:
1. https://en.wikipedia.org/wiki/Content_and_language_integrated_learning
2. Coyle D.  Content and Language Integrated Learning Motivating Learners and Teachers : http://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf
3. Лалетина Т.А. Интегрированный подход и использование предметно-языковой интеграции при обучении иностранному языку.
4. Машрапова А. С. Использование методики CLIL на уроках со вторым языком обучения // Молодой ученый. — 2017. — №18.1. — С. 48-51.
5.Л.В. Бабина, Ю.О. Вечерина CLIL технология на уроках английского языка с. 359