Anthropological Aspects of Content and Language Integrated Learning and its Current Worldwide State

Authors: Victoria Kytina (University of Kuala Lumpur)
Speakers: Victoria Kytina
Strand: Anthropological Linguistics
Session Type: General Session

Abstract

1. Purpose

An important problem of modern pedagogy is the integration of various disciplines and the creation of a unified image of nature and the world. The authors of the paper consider the solution of the problem through the application of an anthropological approach in the modeling of the educational process. The article describes the features of integrative language learning in the paradigm of the anthropological approach and the experience of its practical application. In the context of the globalization of modern scientific knowledge and international information exchange traditional approaches in learning a foreign language for educational purposes is becoming insufficient. Content and Language Integrated Learning (CLIL) is one of the approaches of bilingual education, which successfully functions in the educational space of many countries worldwide. The purpose of the study is to describe and analyze the international experience in the use of pedagogical technology CLIL.

2. Design/methodology/approach

Theoretical (study, analysis and subsequent generalization of scientific-methodological and psycho pedagogical literature in the field of anthropological aspects theory and practice of teaching subject knowledge in a foreign language in educational organizations and integration in the educational process, synthesis, comparative analysis, concretization, interpretation, modeling)
• empirical (pedagogical observation)
• statistical (quantitative and qualitative analysis of research results).

3. Findings

The use of CLIL is carried out the formation of linguistic and communicative skills and abilities, which in the modern world are important factors for the harmonious personal, cultural and professional development of students. CLIL technology allows to communicate in a foreign language in the classroom without additional costs of study hours. CLIL technology based on anthropological approach has great potential, although its use in practice involves changing traditional educational trajectories. The difficulties faced by teachers integrating CLIL into the learning process is an insufficient number of methodological developments for designing curricula. The difficulty lies in the fact that it is quite problematic to compile educational material in native and foreign languages, observing the approved curriculum, without methodological support.

4. Originality

In the course of study, an analysis of the experience of using CLIL in educational institutions of Europe, Canada, and the USA was carried out, general characteristics for the unification of educational technology were presented.

Keywords: CLIL, teacher training, higher education