1 / 16

Applying CLIL at the Estonian Academy of Security Sciences

Applying CLIL at the Estonian Academy of Security Sciences. Language Centre 10th May 2013. 2009/2010 – joint task – presentation (distance learning and day studies) – articles provided by s ubject teacher :

Télécharger la présentation

Applying CLIL at the Estonian Academy of Security Sciences

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Applying CLIL at the Estonian Academy of Security Sciences Language Centre 10th May 2013

  2. 2009/2010 – joint task – presentation (distance learning and day studies) – articles provided by subjectteacher : Summary in the Estonian language (to the subjectteacher) and presentation in English + discussion in English 2010/2011 – joint task – presentation (day studies; 2 English lecturers + subjectteacher) – journals provided by lecturers: Summary in the Estonian language (to the subjectteacher) and presentation in English + discussion in English. Feedback (likes, dislikes, recommendations). Online dictionary Correctional Psychology and Professional English 1/2

  3. Correctional Psychology and Professional English 1/2 • 2011/2012 – I student conference (E. Raska lecture hall) – articles chosen by students): • Moderators (students of the CollegeofJustice), 4 topics, coffee break, feedback session • Online dictionary (BeSt) • 2012/2013 – new subjectteacher, II student conference

  4. Document check + professional English and professional Russian • Positive: • Real life situations – different foreign languages; • Facilitatedacquisition of specific vocabulary; • Readiness to switch between languages • Teacher’s help/support • Immediate feedback • Recorded situations – analyse the use of language • Feedback on you activity (watching and analysing the recordings) • Definitely continue such activities!

  5. Document check + professional English and professional Russian • Some ideas for the future: • Tension in the classroom – a lot of teachers • More preparation time • Take such activities outside the classroom (tothetrainingdepot)

  6. Applying CLIL - Response to intimate partner violence incidents Epp Leibur, Language Centre Ülle Vanaisak, Police and Border Guard College

  7. Students: • second-year distance learning students,Police and Border Guard College, B1-B2 Subject: •2 credits, pass/fail exam •16 classroom hours (4 hours of CLIL) •36 self- study hours (18 hours of CLIL)

  8. CLIL Task: read an IPV-related research article in English and give a presentation about it at a seminar •group work – four 4-student groups • subjectlecturer-chosethearticles and devisedtheprocedure •language teacher – gave assistance to students with language during the preparation phase and at the seminar

  9. Procedure • read thearticle, preparethepresentation plan, find 10-12 keywords,translate them into Estonian – e-mail this material to the language teacher • get feedback,makechanges, prepare presentation slides - e-mail this material to the language teacher • get feedback, make changes, if necessary - e-mail this material to the language teacher • get feedback, e-mail the final material to the subject teacher and the language teacher • .give a presentation at the seminar

  10. Conclusion • Our cooperation was effective. • Students gained some new knowledge of the subject of intimate partner violence and professional English as well as improved their interpersonal skills. • Research articles should be of approximately the same length and level of difficulty. • In order to have meaningful discussions after presentations, students’ English level should be at least B2.

  11. Teachingexperience:surveillancetacticsinprisonand Russian Krislin Pärt Merle Tammela

  12. Our pre-story • 2003 -2006 Krislin learned as a student in the Estonian Academy of Security Sciences and Merle was her Russian lecturer; • 2005-2010 Krislin worked as a prison officer in different Estonian prisons; • 2010 - 2012 Merle visited different prisons as a “work shadow” • In 2012 Krislin started working as a teacher in the Academy of Security Sciences

  13. Teaching process Surveillance and tactics Russianlanguage Twosubjects - howtoputthemtogether? Oneteacherknowsthesubject and theotherknowsthelanguage, students need toknowboth! Notteachingbutlearningtogether !

  14. Keywords - how we did it? • Schedule • Cooperation • Teaching subject • Teaching language • Teaching the subject and the language at the same time • Examination

  15. Pros and cons Pros Cons Expensive – two teachers in one lesson at the same time Doesn´t work with large groups Different language level Students´ attitude, motivation • Interesting – diverse learning prosess (tandem work), active communication during lessons • Instructive – lessons gave students courage to use Russian in the workplace • Practical input and output - provide practical skills

  16. Thank you for your attention!

More Related