Integration of Content and Language Integrated Learning Elements in the Education of Nonlinguistic Specialty Students by Means of Information Technologies

Kotova, Anna; Serdyuk, V. N.; Avdieienko, Iryna; Lenska, Olena; Ivaniga, Orina

doi:10.17770/sie2021vol1.6239

Cited by 2 publications

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“…For example, Erdoğan (2019) considered the integration of certain teaching methods into the educational process. Others focused on the integration of skills, the integration of academic subjects (Smulson et al, 2019), the integration of content and language (Kotova et al, 2021), the integration of world experience (Panferova & Tomchani, 2020), the integration of content, the integration of in-class and extracurricular work of students, the integration of online and offline learning (Li et al, 2022), the integration of technology and language classroom (Kyrpa et al, 2022;Yan, 2022). Intercultural competence was integrated into foreign language learning (Chau & Truong, 2019) in view of the multiculturalism of society (Chaika, 2021a(Chaika, , 2021b.…”

Section: Introductionmentioning

confidence: 99%

Building Foreign Language Competence of Future Philologists Through Integrated Learning

2023

JHETP

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The aim of this study was to identify and evaluate the effect of different aspects of integrated learning on building foreign language competence of future philologists. The research involved a pedagogical experiment with the introduction of integrated learning. The Common European Framework of Reference for Languages (CEFR) was used to determine the impact of this approach on the students' academic performance in English. Besides, the level of foreign language competence was established by using the criteria proposed by O. Bihych. It was found that the integration of the content of the academic subject and a foreign language is more effective in building foreign language competence than the traditional study of a foreign language. However, it has less effect than the integration of linguistic, intercultural and communicative components of foreign language competence, the latest technologies, interactive learning methods, and the integration of online and offline learning. It was established that integrated learning has the highest effect on building a foreign language competence, provided that all its aspects are simultaneously introduced into the educational process.

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Section: Introductionmentioning

confidence: 99%

Building Foreign Language Competence of Future Philologists Through Integrated Learning

2023

JHETP

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Linguistic and didactic peculiarities of teaching foreign languages in crisis situations: the experience of Ukrainian higher education institutions

Osova

2023

Teaching Languages at Higher Institutions

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Modern European integration processes highlight the importance of foreign languages in a multicultural society and their effective teaching, accordingly, is one of the priority tasks of the European language policy. However, its implementation is significantly complicated in the crisis Ukraine experiences nowadays. Consequently, it causes a change in approaches to teaching foreign languages and the methods used. One of the preconditions for improvement of the level of foreign language education and coping with crisis situations is the research of best practices in other countries. The purpose of such an investigation is the improvement of this experience and implementation of the best achievements of scholars and practitioners in the branch of linguistic didactics and methodology of teaching foreign languages in the educational process. The aim of this paper is to summarize and systematize the experience of teaching foreign languages in higher education establishments in Ukraine, and to determine its linguistic and didactic peculiarities in crisis situations. The author considers the practice of teaching foreign languages in Ukrainian higher education institutions in crisis situations. Within the period of the investigation, there could be distinguished the covid and war stages. These stages differ in linguistic and didactic features of teaching foreign languages. During the covid period, the teaching of foreign languages was arranged as the active development and teachersʼ acquaintance with online courses characterized by a complete set of goals, content, forms, methods, and means of teaching foreign language communication, setting educational content in accordance with the specific features of “Foreign Language” as an educational component. Whereas during the war period, the teaching of foreign languages in higher education institutions has been done in synchronous, asynchronous, and mixed versions of distance teaching of foreign languages. Linguistic and didactic features of the determined period include the application of flexible approaches to the organization of constructive communication between the participants of the educational process. Moreover, the creation of “situations of success” during the implementation of creative projects has manifested itself as a specific feature of this period. This paper reveals a significant expansion of the teacherʼs didactic repertoire in using digital technologies, depending on their functions (those of training, communication and cooperation, search and information, presentation and research, experimentation, and gamification). As a result, changes in a teacherʼs role as a coach, an Internet moderator, a video tutor, and a facilitator of communication were detected.

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Integration of Content and Language Integrated Learning Elements in the Education of Nonlinguistic Specialty Students by Means of Information Technologies

Cited by 2 publications

References 1 publication

Building Foreign Language Competence of Future Philologists Through Integrated Learning

Building Foreign Language Competence of Future Philologists Through Integrated Learning

Linguistic and didactic peculiarities of teaching foreign languages in crisis situations: the experience of Ukrainian higher education institutions

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