CLIL: Conceptual differences in teaching “realia” to philological and non-philological students

Abstract

In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.

Narrative Analysis as a Means of Investigating CLIL Teachers’ Meaningful Experiences

“…Scaffolding strategies are essential to support the learning skills across these four Cdimensions (Mehisto et al, 2008). However, the extent of cultural component and the use of realia may vary and depends on the particular course (Javorčíková & Zelenková, 2019).…”