Content and Language Integrated Learning: Features of Educational Methods

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1 ISSN SOCIAL SCIENCES / SOCIALINIAI MOKSLAI Nr.2 (60) Content and Language Aina Būdvytytė-Gudienė and Reda Toleikienė Šiauliai University Vilniaus 88, LT Šiauliai, Lithuania Abstract This article deals with the problems of content and language integrated learning (CLIL). Drawing on the analysis of research literature and documents on CLIL issues, the article attempts to reveal the relationship between the terms CLIL and bilingual education and to provide rationale for the choice of CLIL. CLIL tries to achieve two goals to develop competences associated with a certain subject and to improve communicative competence in a particular foreign language. Therefore, it is important to provide rationale for the teaching/learning methods oriented towards learners academic and professional needs and assuring optimal balance between a subject and foreign language in integrated teaching/learning. The development of literacy is discussed as a possibility to integrally apply subject and foreign language teaching/learning methods in the context of contemporary educational paradigm. Keywords: content and language integrated teaching/learning, bilingual education, communicative competence, literacy, cognitive/academic language proficiency (CALP). Introduction For its citizens, the European Union has raised an aim to learn two foreign languages in addition to their mother tongue (European Commission, 2003). The New Strategy of Multilingualism (European Commission, 2005) points out that personal multilingualism is the basis for knowledge, innovations and creativity, i.e. one of the main conditions of competitiveness in the EU. Hallet (1998) points out that ability to communicate in several languages opens possibilities for professional and research qualification development in foreign countries, living and working in foreign societies and cultures and understanding these cultures. In the context of globalization of public, political, ecological and economical processes the status of foreign language, as one of the teaching subjects, changes. Teaching/learning foreign languages is not limited by developing the ability to use foreign languages in everyday situations. It is oriented towards learners academic and professional needs. Therefore, a foreign language becomes not only the object of teaching/learning, but also a tool for acquisition of knowledge of different spheres of science and developing communicative competence in its wide sense. This determines a demand and permanent search for innovative methods and forms of foreign language teaching/learning. One of the most innovative forms oriented towards the needs developing learners academic professional foreign language skills is Content and Language Integrated Learning initiated by the European Commission in all levels of education. The essence of this form of teaching/learning is that teaching a foreign language should be integrated into the content of a certain subject, i.e. two aims are addressed in the classroom to learn a subject and foreign language. One of the most important advantages of CLIL is creation of a more favourable environment for the acquisition of foreign language skills. In addition, this form of teaching/learning enhances individual economical possibilities of young people and improves their social integration (Žadeikaitė, 2006). At present researchers pay great attention to content and language integrated learning. Abuja (1999), Baker and Jones (1998), Christ (1999), Fehling (2005), Fruhauf, Coyle and Christ (1996), Koch (2005), Lamfuss-Schenk and Wolff (1999), Wode (1995) have analyzed the problems of using the terms of bilingual education and CLIL. The issues of the aims of content and language integrated learning and didactics were analyzed by Finkbeiner and Fehling (2002), Lamfuß-Schenk and Wolff (1999), Otten and Wildhage (2003), etc. The possibilities of CLIL application in the classroom for a particular subject were discussed by Bonnet (2004), Hemmelgarn and Ewig (2003), Koch (2005), etc. Content and language integrated learning is a rather new phenomenon in the educational system of Lithuania. A project of bilingual education was implemented in (Educational Development Centre, 2003). The first CLIL project with 35 participating schools was initiated by the Ministry of Education and Science in The experience of the schools and teachers in this project was generalized in the handbook Content and language integrated learning issued by the Educational Provision Centre at the Ministry of Education and Science (Andriulienė, 2006). Skripkienė (2004) points out that content and language integrated learning in Lithuanian schools has been under the initiative of parents, pupils and teachers. As it has not been regulated by any educational document, there are no precise data about how many and what languages, in which classes and schools are taught. There is no analysis of CLIL application in Lithuania. Lithuanian researchers have paid certain attention only to bilingualism problems encountered by national minorities 90

2 children in pre-school education (Mazolevskienė, 2006; Mazolevskienė and Montvilaitė, 2007). Although since the beginning of the ninth decade overseas researchers have been trying to provide theoretical rationale for the integrated teaching (Cummins, 1984, 1986; Wolff, 1997), in the research literature and educational practice there is a lack of systematic and theoretically grounded CLIL concept. Therefore, in the field of integrated teaching methods no steps forward have been made except for initial reasoning (Finkbeiner and Fehling, 2002; Hallet, 1998). The problem of CLIL methodology is presupposed by the undetermined relationship between subject and foreign language. Research literature discusses whether a foreign language or subject should be prioritized in CLIL. Specialists in the didactics of foreign language and subject have not come to an agreement whether CLIL is first of all the development of foreign language skills, i.e. the content of foreign language lesson is enriched by the content of a certain subject (Wode, 1995), or it is a subject lesson where foreign language becomes a tool for learning another subject (Hallet, 1998). The experience in other countries (Koch, 2005; Wolff, 1997) shows that the development of subject knowledge and skills often predominates, whereas a foreign language is only a tool for subject knowledge acquisition. Such a relationship is has no rationale behind it, as in teaching subject and language integrally at a time two aims should be reached, i.e. to render the knowledge associated with a particular subject and to form appropriate skills and at the same time to develop communicative competence in a particular foreign language. Therefore, teaching methods of the subject and foreign language should be used during a CLIL lesson. As there are major differences between the attitudes of methodologists in certain subjects and specialists in didactics, the question emerges whether it is possible to match such different teaching/learning methods and to reach two aims at a time. This problem is reflected by the fact that both in foreign and Lithuanian educational practice attention is focused either on the methods of a foreign language or a subject. Most teachers work according to the traditional model of subject or foreign language development. Therefore, it is important to provide rationale for the most appropriate methodological approach that would allow integrated teaching of a subject and a foreign language. This article addresses the research problem that may be defined by the following questions: what linking chain might combine the methodologies of teaching foreign languages and subject? What methodology oriented to learners academic and professional language usage needs could lead to an optimal balance between subject and foreign language in integrated teaching? In the context of this research problem, the relationship between bilingual education and CLIL requires particular attention. The aim of the article is to provide rationale for the teaching methodology oriented towards learners academic and professional needs and assuring an optimal balance of a subject and foreign language in integrated teaching. The methods of document analysis and research literature analysis are employed in the article. The article consists of three parts. In the first part, rationale is provided for the term used to refer to subject and foreign language integrated teaching/learning; the second part discusses the aims of CLIL and analyses the interaction between the methods of subject and foreign language teaching/learning; the third part reveals the essence of literacy development as a possibility to integrally apply subject and modern foreign language teaching/learning methods. The relation between the terms bilingual education and CLIL It is important to discuss the relation between the main terms bilingual education and CLIL, as the terminological diversity reflects different attitudes towards teaching/learning aims, methods and their interaction. Very different definitions of CLIL are presented in the research literature analyzing the problems of CLIL (Fruhauf et al., 1996; Wolff, 1997; Baker and Jones, 1998; Marsh and Langé, 2000; Hemmelgarn and Ewig, 2003; Otten and Wildhage, 2003) and in the document Foreign Language and Subject Integrated Learning in European Schools (2006). There are English (bilingual education, teaching content through foreign language, dual focused instruction, bilingual content teaching, based language teaching, bilingual schooling), German (bilingualer Unterricht, bilingualer Sachfachunterricht, bilinguales Lehren und Lernen, bilinguale Bildungsgänge, Fremdsprache als Arbeitssprache, Englisch als Arbeitssprache) and French (education bilingua) versions of CLIL used in the research literature (Christ, 2005; Konzepte-Bilingualer-Unterricht, 2006; Wolff, 1997). The term bilingual education covers two concepts. On the one hand, it expresses striving to learn two languages at a high level: to understand those who speak and to be adequately understood, to read and write in both languages (Mazolevskienė and Montvilaitė, 2007). On the other hand, bilingual education is a generalized concept covering different programmes of bilingual education (CLIL included). Their aims and content vary depending on the language of the country and language policy, target group and the status of the target language (Otten and Wildhage, 2003). The origin of the theory and practice of bilingual education is related to the immersion programmes carried out in schools in the USA and Canada in the seventh decade of the 20 th century as well as to the agreement of bilingual education signed in 1960 in Europe by Germany and France. Both countries pledge to stimulate the learning of the neighbouring country s language (Fehling, 2005; Koch, 2005; Konzepte-Bilingualer-Unterricht, 2006). The analysis of bilingual education experience in North America and Europe reviewed in the research literature and strategic documents shows the variety of forms of bilingual education. As the scope of the article does not allow discussing all the forms described in the research literature, three main forms will be analyzed here. The characteristic of each form is analyzed according to 91

3 the following criteria: target language (language learned) and its status in the country, the status of the target group, language environment and its impact on the results of bilingual education. The first form of bilingual education might be identified with the immersion programme that started in 1965 in the province of Quebec. The target group was the children of English speaking families in the province of Quebec whose aim was to learn the second language of the country French as a background for successful professional communication. The term immersion itself defines the language balance (native and non-native) in the classroom. It means plunging into the world of nonnative language. The balance between French and the native English depends on the chosen form of immersion. For full immersion, 100 percent of the subjects are taught in non-native language (native language is taught as a separate subject). For partial immersion, 50 percent of the subjects are taught in the native language and 50 percent in non-native language (Fehling, 2005). It is important that the success of immersion was strengthened by the French language environment. The balance between English and French speakers in the country is 59,7 and 23,2 percent. Even those who had chosen the form of full immersion retained perfect skills of their native language. The first form of bilingual education is typical of those European countries that have a similar situation of language policy, i.e. bilingual education is oriented to teaching another country s language (Belgium, Ireland, Luxemburg, Malta, Finland and Switzerland) or regional language (Slovenia and United Kingdom) (Eurydice, 2006); The second form of bilingual education might be described by the example of the USA. The target group of bilingual education in the USA is immigrants. The target bilingual education language applied in the USA is the state English language, i.e. the language of the linguistic majority. The aim of bilingual education is linguistic and cultural integration of immigrants. As Weber (2003) points out, there is an abundance of bilingual education forms in the USA, but the aim of the majority of them is knowing English rather than bilingual education. Therefore, this form is called submersion that differs from the first form of bilingual education only in that the skills of the native language is not developed. Differently from Canada, the programme of bilingual education is compulsory in the USA. The language is learned in a natural linguistic environment. This form is typical of most European countries that carry out the programmes for immigrants linguistic and cultural integration (e.g., Turkish communities in Germany). The third form of bilingual education is characterized by two main features: the target language of bilingual education is a foreign language. The target group is the linguistic majority of a certain country. Language learning is complicated because of absence of a natural linguistic environment. This form of teaching is typical of most countries (Lithuania included). Two forms of bilingual education can be identified in Lithuanian school practice. In the first case, the target group of bilingual education is children of national minorities (Mazolevskienė, 2006) and children of overseas citizens (Ministry of Education and Science of the Republic of Lithuania, 2005). Their aim is to learn Lithuanian. Another target group is the linguistic majority. Their aim is to learn a foreign language. The analysis of experience in different countries revealed that in the context of the bilingualism euphoria the aim of bilingual education is not defined: it is not clear if it is a person s bilingualism or usage of two languages in the classroom (Weller, 1993). In the research literature this problem is associated with multi-meaningfulness of the word bilingual itself. Weber (2003) quotes Bloomfield (1933), who defines bilingualism as a native-like control of two languages. According to Weller (1993), real bilinguals are children from bilingual families. According to Baker and Jones (1998), a person s bilingualism should be assessed according to individual linguistic competences, particular listening, speaking, reading and writing skills. If one of these skills does not match the native language, bilingualism is doubtful. Another important criterion is the learning situation and motivation: whether a language is learned voluntarily or the person is forced to learn it by the circumstances, e.g. in the case of immigrants. The usage of the word bilingual is justifiable in case bilingualism is developed. From this point of view, the closest to the aim of bilingual education is the Immersion Programme of Canada. The concept bilingual education is not always used when discussing the programmes carried out in the USA, as only two of these programmes mainten/heritage-language programme and two-way/dual language are considered as oriented to bilingualism, i.e. developing reading, listening, writing and speaking skills in two languages (Weber, 2003). The other programmes are oriented to the development of English skills. The bilingual programme in Germany (Germ. bilingualer Unterricht ) does not strive for the aim of bilingualism. According to Bonnet (2004), who analyzed the application possibilities of the form of bilingual education in chemistry lessons, the term bilingual lesson is associated with a lesson in two languages. It gives hope that in the conditions of school education learners will acquire the same linguistic competences as the people living in bilingual families. The usage of the term bilingual lesson has been criticized. If bilingualism is understood as communication in two languages, foreign language learning at school has nothing in common with bilingualism or multilingualism (Weller, 1993). According to Finkbeiner and Fehling (2002), the term bilingual lesson defines a lesson of a particular subject (most often in the field of social or natural sciences) where a foreign language is used as a working language. The concept of bilingual lesson is also narrowed in the German strategic document Konzepte-Bilingualer-Unterricht (2006) where 92

4 this term is perceived as a subject lesson in a foreign language. The usage of the term bilingual education in defining content and language integrated learning/teaching is wrong because of ambiguity of the concept bilingual. It can be strongly criticized because it does not reflect the relationship between subject and language. Though in the research literature analyzed in this article the form of integrated learning is called bilingual education, bilingual lesson (Germ. bilingualer Unterricht) or subject-specialty lesson (Germ. Sachfachunterricht), subject and foreign language integrated teaching/learning will be considered as CLIL. It implies that content and language are integrated in order to fulfil specified educational aims (Marsch and Marsland, 2000). But in spite of public acknowledgement, the concept of CLIL is still in the stage of formation. Therefore, it has a certain relative indeterminacy. In our opinion, the most undetermined in the form of CLIL is the status of language. In the Eurydice document (2006) CLIL is referred to as one more language (foreign, regional or minority language; other language of minority; other state language ). When using the term CLIL in this article we mean a subject lesson or lecture in a foreign language. The aims and methods of CLIL The following aims are raised to subject and foreign language integrated teaching in its widest sense (Euridyce, 2006): Social economical aims (pupils are trained to live in a multinational society; better perspectives in the labor market); Social cultural aims (tolerance and respect to other cultures are developed through CLIL); Linguistic aims (ability to develop linguistic skills determining successful communication. Pupils are encouraged to learn languages for using them in real practice); Pedagogical aims (ability to develop knowledge and learning abilities associated with the teaching subject. Pupils are stimulated to learn the subject material by using another modern method). With reference to the aims of CLIL, the question associated with the amount of communicative competence in a foreign language emerges: whether in developing communicative competence in a certain foreign language by CLIL the biggest attention should be paid to those subcompetences that predominate in the traditional foreign language teaching/learning, or in striving for one of the aims of CLIL communicative competence in a foreign language the biggest attention should be paid to other components of communicative competence. The General Curriculum and General Education Standards of Lithuanian general education (Lithuanian General Education Standards, 2002) point out that the biggest attention should be paid to linguistic and social cultural sub-competences. They are perceived as an integral component of communicative competence. Drawing on the analysis of the research literature on communicative competence with reference to CLIL, one may note that the biggest attention must be paid not only to linguistic and social cultural, but also to social-linguistic, discourse and strategic sub-competences. Therefore, in the case of CLIL a different linguistic activity is developed in comparison to the traditional foreign language lesson. Moreover, the aims and objectives of the traditional form of teaching/learning foreign language are associated with the use of language for communication on everyday topics: to learn to use a foreign language (exchange information, ideas, opinions, attitudes and experience) in common situations of public and personal life (The Programme of Foreign Language Maturity Examination, 2005). In the case of CLIL, the teaching/learning context is different and directly depends on the subject that is taught/learned integrally. What components of communicative competence in foreign language are the most important in the case of CLIL, might be explained by Cummins (1984) model of framework for language proficiency. It serves as a background when grounding the development of linguistic competences and foreign language in integrated teaching (Helbig, 2003). Cummins (1986) distinguishes two components of linguistic competence: 1. Linguistic abilities in everyday communicative situations, i.e. basic interpersonal communicative skills or BICS. 2. Ability to perceive cognitively complex texts and to use cognitive/academic language proficiency or CALP. Portmann-Tselikas (1998) refers to linguistic abilities in everyday communicative situations (BICS) as to linguistic competence in its narrow sense, whereas the abilities of cognitive-academic language (an. CALP) discourse competence. Zydatiß (2004) points out that differently from the linguistic abilities in everyday communicative situations, cognitive-academic language (CALP) is most often associated with written language that has an explicit linguistic manifestation (as there are relatively little para-verbal or non-verbal elements that facilitate the perception); it is complex from the point of view of linguistic elaboration (because cognitive operations should be verbalized) and from the point of view of content. CALP raises rather high cognitive conceptual requirements and is oriented to the use of language in the academic sphere (educational and science institutions). It is also referred to as classroom talk (Liebo, 2005). According to the concept of cognitive academic language (CALP) presented by Cummins (1984, 1986), CLIL should develop the abilities of verbalizing cognitive strategies (e.g. generalizing, reducing, exemplifying) and performing such linguistic activities (e.g. describing, depicting, explaining, concluding, evaluating). What was considered as CALP in the research literature comprises discursive and socio-linguistic sub-competences as the components of communicative competence in a foreign language (Foreign Language Learning Strategy, 2006) and can be called meta-cognitive competence as a constituent part of communicative competence (Šernas, 2006). As one of the aims of CLIL is rendering knowledge associated with a particular teaching subject, the interaction of these meta-cognitive and linguistic abilities is not only an 93

5 instrument for acquisition of subject knowledge (Schmölzer-Eibinger, 2007), but one of the aims of an integrated lesson or lecture. When highlighting the interaction of two different types of teaching aims, rationale for CLIL methodology requires particular attention. In addition to the above discussed Cummins (1984, 1986) theory of language usage, presumptions for theoretical methodological rationale for CLIL were developed by Wolff s (1997) concept of bilingual teaching. It focuses on the advantages of CLIL on the basis of the conceptions of contemporary educational psychology and subject didactics, as well as considering the achievements of cognitive psychology. According to the theory of perceptive modality, linguistic and non-linguistic knowledge in the brains are processed similarly. Therefore, learning languages and subject is not considered totally different issues. Drawing on the research in memory psychology, it is possible to state that information processing is carried out not only consistently, but in parallel and recursively. From the point of view of educational psychology, these presumptions provide rationale for foreign language and subject teaching/learning methods. One of the most important aspects of Wolff s (1997) rationale for the conceptual CLIL methodology is collation of foreign and native language acquisition and skill development. Wolff (1997) notes that according to the analyzed psycho-linguistic mechanisms in language teaching/learning psychology, teaching and learning of subject and foreign language integrally in some aspects is similar to learning a native language. Foreign language abilities are acquired in a more natural way than when it happens in a traditional foreign language lesson, as learners constantly use foreign language trying to understand the subject content. Many issues of language form are not taken into consideration (e.g. grammar, pronunciation). The natural manner of foreign language learning is pointed out in the documents generalizing the experience of integrated teaching in Lithuania (Žadeikaitė, 2006). In our opinion, most of the disadvantages identified by the researchers with reference to CLIL projects (e.g. Inglin, 2006) may be explained by the fact that a natural formation of foreign language usage skills cannot take place in some contexts. It is especially important having in mind such teaching/learning conditions that are now in Lithuania, i.e. lack of foreign language environment and native speaking teachers. Therefore, though foreign language is not the main and only content and object of CLIL, the skills of its usage must be formed according to the foreign language teaching/learning methods matching the contemporary educational paradigm. On the other hand, the natural manner of foreign language learning discussed by Wolff (1997) explains another very significant feature learners activeness and initiative when acquiring linguistic knowledge. Wolff compares this phenomenon to the process when children learn their native language and acquire linguistic knowledge from the environment. This principle is suggested to be used in CLIL as one of the main principles: for the expression of the subject content learners themselves not only stimulated by the teacher are trying to use a foreign language (Wolff, 1997). Nevertheless, we think that it is important to consider the teaching/learning situation. If certain methods and work forms are not employed, the learners will spontaneously try to acquire knowledge associated with the content of subject in their native language. Learners activity and initiative in linguistic knowledge acquisition based on cognitive and constructive educational psychology is one of the most important characteristics of contemporary interaction educational paradigm and meets one of the most important requirements raised for the process of modern education. Contemporary educational system should be oriented to performance and the learner (Jucevičienė and Lipinskienė, 2001; Bagdonas and Jucevičienė, 2002). This conception based on teacher pupil interaction in the educational process leads to the solution of the issues of CLIL methods. In this context, it is possible to discuss active, communicative teaching methods that should be applied when integrally teaching language and subject. As Wolff (2005) notes, the potential of these methods is often not used when integrally teaching/learning subject and foreign language. Literacy development As one of the possibilities to achieve two aims of CLIL at a time, i.e. to develop meta-cognitive and linguistic (foreign language) skills and competences associated with a certain subject by applying modern active foreign language teaching methods, might be literacy developed in the CLIL classroom. It is perceived as wider that linguistic competence (i.e. knowledge and skills of lexis and grammar) (Zydatiß, 2004; Portmann- Tselikas, 2002). The concept of foreign language literacy is based on two above-discussed types of linguistic competence: linguistic skills in everyday communicative situations (BISC) and cognitive academic linguistic proficiency (CALP) that, according to Helbig (2003), usually determine the choice of CLIL methods and teaching material. As in the case of CLIL texts are authentic and associated with a certain subject (subject texts), the use of cognitive academic foreign language (CALP) is developed on their basis. Therefore, literacy developed by CLIL comprises skills to independently read a subject text, to associate it with the knowledge base and to apply the new information acquired from the subject text and the cognition results in thinking, speaking and activity. Such literacy also comprises skills to write texts and to render one s own intentions clearly and adequately by using them (Portmann-Tselikas, 2002). Literacy empowers learners to read and understand texts and to communicate and learn on their basis. It also allows them to reflect on the texts, to express their opinion and, drawing on written language, to develop their skills of spoken language (Schmölzer-Eibinger, 2007). Receptive (comprehension) and productive (written and spoken texts) skills should be developed by CLIL. The most important issue, as Liebo (2005) points out, is to develop comprehension of a particular subject text by 94

6 teaching/learning techniques that make the comprehensible input easier: repetition, rephrasing, creation of new definitions, use of synonyms. At the same time learners should be encouraged to speak using more complex linguistic phenomena (elaborating output). Such ways of teaching/learning as bridging/prompting, code-switching are used. In the case of CLIL, subject texts are considered to be not only those texts that are provided as a teaching material, but teacher s linguistic activity too. Therefore, if a certain subject text is perceived as a whole, i.e. its essence is perceived, then when studying a certain subject in foreign language these texts become a teaching tool, i.e. a tool for knowledge acquisition (Schmölzer-Eibinger, 2007). In order to develop linguistic skills by texts (and in the Case of CLIL subject knowledge is acquired), texts should be authentic, but their didactization is of great importance. According to Neisser (1979), learners should detect the guidelines and construct the so called cognitive maps that would lead to abstraction and verbalization (and involvement in a certain activity) regardless a particular situation. A very important role is played not by terms, but by the ways of cohesion and coherence manifestation (Schmölzer-Eibinger, 2007). In the CLIL classroom when texts are used, it is not sufficient to explain unknown words. Schmölzer-Eibinger (2007) emphasizes identification of such words in the texts that would empower comprehension of the essence of the text. In our opinion, this is the possibility for CLIL pedagogues to develop learners transferable abilities and to teach not separate subjects (foreign language included) but to teach how to learn. Literacy development also covers activities with words and development of speaking skills. According to Vollmer (2002), considerable attention should be paid to activities with words in CLIL teaching methodology. The analysis of CLIL pilot projects shows that this work is one of the biggest problems in teaching subject and foreign language integrally. In the CLIL classroom, the information beyond the word form the content of the word, the concept is explained. On the basis of this activity speaking skills are developed. In this teaching/learning phase subject knowledge can also be developed. Liebo suggests the following ways of work with words: presentation of word fields and collocations, cognitive maps, lists of lexical means. Another aspect of work with words is that CLIL better than a traditional foreign language classroom empowers transfer of cultural scripts from one culture into another (Finkbeiner and Koplin, 2000). Therefore, CLIL can contribute to the development of higher language awareness. Conclusions In order to achieve an optimal balance between a subject and foreign language teaching/learning in integrated teaching and at the same time to reach two aims raised by CLIL, i.e. to develop meta-cognitive and linguistic (foreign language) abilities and competences associated with a certain subject, from the point of view of usage the biggest attention during a CLIL lesson or lecture should be paid to the development of cognitive/academic language proficiency (CALP). CALP should be developed on the basis of authentic texts (subject-related texts). The development of literacy rather than comprehension of a separately read (listened) text, explanation of new lexis, development of lexical and other skills is the chain uniting the subject and foreign language methodologies that empowers integration of the development of subject and foreign language skills. Literacy in the case of CLIL is not only a vision. It is acquired in the teaching/learning process. 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Didaktiken im Dialog: Konzepte des Lehrens und Wege des Lernens im bilingualen Sachfachunterricht (Mehrsprachigkeit in Schule und Unterricht) (pp ). Frankfurt: Peter Lang Verlag. A. Būdvytytė-Gudienė, R. Toleikienė Integruotas dalyko ir užsienio kalbos mokymas: ugdymo metodų ypatybės Santrauka Dėl globalizacijos procesų besikeičiantys šiuolaikinės visuomenės poreikiai lemia būtinybę nuolat tobulinti užsienio kalbos mokymą/-si, kuris neapsiriboja vien tik gebėjimu vartoti užsienio kalbą kasdienėse buitinėse situacijose, o yra orientuotas į besimokančiųjų akademinius ir profesinius poreikius. Šiuos naujus iššūkius atitinkanti mokymo/-si forma yra tam tikro dalyko ir užsienio kalbos integruotas mokymas/-is (toliau IDUKM). Dalyko ir kalbos integruotam mokymui/-si pastaraisiais metais daug dėmesio skiria užsienio mokslininkai (Abuja, 1999; Baker ir Jones, 1998; Christ, 1999; Fehling, 2005; Fruhauf, Coyle ir Christ, 1996; Koch, 2005; Lamfuss-Schenk ir Wolff, 1999; Wode, 1995; Fehling ir Finkbeiner, 96

8 2002; Lamfuß-Schenk ir Wolff, 2003; Otten ir Wildhage, 2003; Bonnet, 2004; Hemmelgarn ir Ewig, 2003; Koch, 2005; Wildhage, 2002; kt). Tačiau mokslinėje literatūroje ir ugdymo praktikoje iki šiol nėra sutarta dėl vieningos dalyko ir užsienio kalbos integruoto mokymo/-si sampratos, tikslų ir metodologijos. IDUKM problemiškumą suponuoja santykio tarp dalyko ir užsienio kalbos neapibrėžtumas. Mokslinėje literatūroje diskutuojama, kam IDUKM turi būti teikiama pirmenybė užsienio kalbos ar dalyko mokymui. Užsienio šalių patirtis (Koch, 2005; Vollmer, 2002) rodo, kad dalyko žinių ir gebėjimų ugdymas dažnai dominuoja užsienio kalbos mokymo atžvilgiu, o užsienio kalba yra tik priemonė įgyti dalyko žinių. Toks santykis nėra pagrįstas, nes mokant dalyko ir užsienio kalbos integruotai vienu metu turi būti siekiama dviejų tikslų, t.y. perteikti su tam tikru dalyku susijusias žinias ir suformuoti atitinkamus įgūdžius bei tuo pačiu metu ugdyti komunikacinę kompetenciją tam tikra užsienio kalba. Atsižvelgiant į tai, IDUKM pamokoje ar paskaitoje turėtų būti naudojami ir tam tikro dalyko, ir užsienio kalbos mokymo/-si metodai. Turint omenyje, kad tarp atskirų dalykų didaktikų yra esminių skirtumų, kyla klausimas, ar apskritai įmanoma suderinti tokius skirtingus mokymo/-si metodus ir vienu metu siekti dviejų tikslų? Šią problemą atliepia ir tai, kad ir užsienio, ir Lietuvos edukacinėje praktikoje dėmesys sutelkiamas arba ties užsienio kalbos metodika, arba ties dalyko. Daugelis pedagogų dirba pagal tradicinį dalyko arba užsienio kalbos ugdymo modelį. Taigi svarbu yra pagrįsti labiausiai tinkančią metodologinę prieigą, leidžiančią integruotai mokyti dalyko ir užsienio kalbos. Šiame straipsnyje sprendžiama mokslinė problema gali būti detalizuojama tokiais klausimais: kokia galėtų būti ta skirtingas dalyko ir užsienio kalbos mokymo metodikas vienijanti grandis; kokia į besimokančiųjų akademinės ir profesinės užsienio kalbos vartojimo poreikius orientuota mokymo/-si metodika galėtų garantuoti dalyko ir užsienio kalbos optimalią pusiausvyrą integruotame mokyme? Straipsnio tikslas atskleisti ir pagrįsti į besimokančiųjų akademinius ir profesinius poreikius orientuotos ir dalyko bei užsienio kalbos optimalią pusiausvyrą integruotame mokyme garantuojančios mokymo/-si metodiką. Atskiro dėmesio reikalauja dalyko ir užsienio kalbos integruotą mokymą/-si nusakančių sąvokų dvikalbis ugdymas (angl. bilingual education) ir IDUKM santykis. Susisteminus pagrindinius požiūrius, terminu IDUKM vadinama tam tikro dalyko pamoka arba paskaita vedama užsienio kalba. Atsižvelgiant į IDUKM keliamus tikslus, kyla klausimas, susijęs su komunikacinės kompetencijos užsienio kalba apimtimi. Išnagrinėjus mokslinę literatūrą apie ugdytiną komunikacinę kompetenciją IDUKM atveju, galima teigti, kad svarbiausias dėmesys turi būti skiriamas ne tik lingvistinei ir socialinei kultūrinei, bet ir socialinei lingvistinei, diskursinei ir strateginei subkompetencijoms. Todėl galima teigti, kad IDUKM atveju ugdoma kitokia nei tradicinėje užsienio kalbos pamokoje kalbinė veikla, kurios specifika grindžiama Cummins (1984) lingvistinės kompetencijos modeliu (angl. framework for language proficiency). Remiantis šiuo modeliu, skiriami lingvistiniai gebėjimai kasdienės komunikacijos situacijose, t.y. gebėjimas suvokti kognityvine prasme sudėtingus tekstus bei vartoti akademinę kalbą. IDUKM tikslas yra kognityvinės akademinės kalbos įgūdžių ugdymas (arba diskurso kompetencijos) (Portmann-Tselikas, 1998). Kognityvinės akademinės kalbos įgūdžių formavimas kelia gana aukštus kognityviniokonceptualaus pobūdžio reikalavimus ir yra orientuotas į kalbos vartojimą akademinėje sferoje. Kadangi vienas IDUKM tikslų yra su tam tikru mokomuoju dalyku susijusių žinių perteikimas, tai būtent šių metakognityvinių gebėjimų sąveika yra ne tik instrumentas dalyko žinių įgijimui (Schmölzer-Eibinger, 2007), bet ir vienas iš integruoto pobūdžio pamokos arba paskaitos tikslų. Prielaidas teoriniam-metodologiniam IDUKM pagrindimui sukuria Wolff (1997) koncepcija, kuri IDUKM privalumus analizuoja remiantis šiuolaikinės ugdymo psichologijos ir dalykų didaktikų koncepcijomis bei atsižvelgiant į kognityvinės psichologijos pasiekimus. IDUKM dvejopo pobūdžio tikslui pasiekti naudojami ne specialūs mokymo/-si metodai, o dalyko ir užsienio kalbos mokymo/-si metodų sąveika. Integracija vyksta tiek dalyko ir užsienio kalbos santykio lygmenyje, tiek mokymo/-si metodų lygmenyje. Svarbu išnaudoti visas aktyviųjų komunikacinių užsienio kalbos mokymo/-si metodų galimybes. Naudojami metodai turi įgalinti sukurti kuo natūralesnę su dalyku susijusių žinių ir įgūdžių įgijimo situaciją. Kita vertus, IDUKM forma suteikia daugiau galimybių panaudoti šiuolaikines socialines formas ir audiovizualines priemones. Kaip viena iš galimybių vienu metu siekti dviejų IDUKM keliamų tikslų, t.y. ugdyti metakognityvinius bei kalbinius (užsienio kalba) gebėjimus ir su tam tikru dalyku susijusias kompetencijas, panaudojant šiuolaikinius aktyviuosius užsienio kalbos dėstymo metodus, gali būti IDUKM pamokoje arba paskaitoje ugdoma tekstinė kompetencija (Zydatiß, 2004), kuri suvokiama plačiau nei tik kalbinė kompetencija (t.y. leksikos ir gramatikos žinios ir gebėjimai) ir apima gebėjimus savarankiškai skaityti dalykinį tekstą, perskaitytą tekstą susieti su turimomis žiniomis ir iš teksto gautą naują informaciją bei pažinimo rezultatus panaudoti mąstymo, kalbėjimo veikloje, kuriant tekstus ir jais suprantamai ir adekvačiai perteikiant savo intencijas (Portmann-Tselikas, 2002). Svarbiausia, kaip nurodo Liebo (2005), ugdyti tam tikros mokslo srities dalykinio teksto suvokimą mokymo/-si technikomis, kurios palengvina mokomosios medžiagos suvokimą, t.y. kartojimas, perfrazavimas, naujų apibūdinimų kūrimas, sinonimų vartojimas. Tuo pačiu metu besimokantieji turi būti skatinami kalbėti vartojant sudėtingesnius kalbinius reiškinius. Naudojami tokie mokymo/-si būdai kaip idėjų siejimas, raktažodžiai, teksto dekodavimas. Tekstinės kompetencijos ugdymas apima ir darbą su žodžiais, ir kalbėjimo įgūdžių formavimą. Svarbus darbo su žodžiais aspektas yra tas, kad IDUKM geriau nei tradicinė užsienio kalbos pamoka arba paskaita įgalina perkelti kultūrinius scenarijus iš vienos kultūros į kitą (Finkbeiner ir Koplin, 2000). Tokiu būdu IDUKM gali prisidėti prie aukštesnio kalbinio sąmoningumo ugdymo. Tekstinės kompetencijos ugdymas, o ne atskirai skaitomo (klausomo) teksto suvokimo, naujos leksikos išaiškinimo, jos vartojimo ir kt. įgūdžių formavimas, yra ta dalyko ir užsienio kalbos metodikas vienijanti grandis, kuri įgalina integruotai ugdyti dalyko ir užsienio kalbos gebėjimus. Raktiniai žodžiai: integruotas dalyko ir užsienio kalbos mokymas/- asis, dvikalbis ugdymas, komunikacinė kompetencija, raštingumas, kognityvinė/akademinė kalbos kompetencija. First received: June, 2008 Accepted for publication: June,