Challenges and Opportunities of CLIL Methodology in Teaching Business and Engineering English

1. The first International Conference of the project Immersive Business and Engineering English in Virtual RealityTeaching Business and Engineering English in Higher Education: Challenges and OpportunitiesPedagogical University of Cracow13-14 June 2019 CLIL methodology as actualization methodology of interdisciplinary links in technical university OlhaSherstiuk PhD in Engineering Sciences Senior lecturer of the Philology Department Associate Professorof the Management and Marketing Department Odessa National Maritime University

2. Outline What is CLIL and its place on the conventional scaleof methods of teaching foreign languages? Benefits and discouraging factors of CLIL methodology Interaction of foreign language teachers and subject teachers through actualization of interdisciplinary links as a successful approach to CLIL implementation

3. Content and Language Integrated Learning “ClIL is a dual-focussededucational approach in which an additional language is used for the learning and teaching of both content and language.” Coyle D., Hood P., Marsh D. Content and Language Integrated Learning, Cambridge: CUP, 2010, P.1

4. Content • What I want to teach. • What I want students to learn. • What are the results learned. • Communication • Which languages they will need to use for the content. • Which vocabulary I want them to learn. • What type of oral production should be used. The 4Cs • Cognition • What type of questions should I create and propose to go further than the questions of “knowledge demonstration”. • Which tasks are going to be proposed. • Which cognitive skills correlate to what content. • Culture • Cultural implications of the topic. • How to connect with the rest of the Cs.

5. Distribution of ESP, CLIL and EMI methods on the conventional scale of the process of teaching a professional foreign language in technical university ESP CLIL EMI Focus on language Focus on content • English for specific purposes: • Content acts as a vehicle for language learning • Intended outcomes are language oriented • Students are assessed on language learning outcomes • Content learning outcomes are peripheral or at a general knowledge level • ESP approach is often used in language classes by language teachers • Content and Language Integrated Learning • Classes have a dual focus, on both content and language learning • Intended outcomes are language and content oriented • Students are assessed on language and content learning outcomes • CLIL courses are often taught by language teachers (Britain, Japan, South America) or content-specialist teachers (Europe) • English as Medium for Instruction • English acts as a vehicle for content learning • Intended outcomes are content oriented • Language learning aims are implicit or incidental • Students are assessed on content learning outcomes • Language proficiency outcomes are peripheral • EMI courses often taught in content classes by subject content specialists

6. Benefits of CLIL • Integrated classes increase students’ motivationto language learning • Students have much more opportunities to speak and write about processes they watch and analyze • Language learning becomes a powerful tool for enlarging professional knowledge and skills • It helps to broaden the outlook and cultural values • Students learn to co-operate and be independent • It creates a “real-life” experience and focuses on the innate language learning ability we all had as young children and adolescents • The flexibility of this approach is evident as it could be easily applied to different learning context, curricular or educational systems.

7. Discouraging factors/limitations • CLIL is complex • There is no single model for CLIL – the context is to be taken into account • Who is to teach CLIL (language or subject teachers), and how to combine both? • New concepts are always difficult to accept • Insufficient understanding of content through the medium of foreign language • CLIL methodology and assessment are not clear – teachers have to be supported • Teachers’ overload, shortage of materials

8. Approaches to successful implementation of Content and Language Integrated Learning in technical university • Training of teachers • Employment of teachers who are specialists in the certain professional field and have additional linguistic qualifications • Interaction of foreign language teachers and subject teachers through actualization of interdisciplinary links

9. CLIL on the basis of the Engineering Discipline (Model №1 ) Engineering discipline (content) Foreign language (language skills) Principle of linguistic minimalism Principle of leading role of joint activities Principle of problematic character Discussions on problem situations Communicating and writing skills

10. CLIL on the basis of the Professional Foreign Language (Model № 2) Foreign language Introduction to the discipline (branch of science) Introduction to speciality Professionally oriented introductory SUBJECT course in FOREIGN LANGUAGE SUBJECT courseIN FOREIGN LANGUAGE within CLILmethodology

11. CLIL implementation on the basis of the Professional Foreign Language for IT students Professional English language (2nd course) Introduction to Databases (2nd course) Professionally oriented introductory course OF DATABASES in ENGLISH LANGUAGE Databases in English withinCLIL methodology (3rd course)

12. Teaching Maritime English at Odessa National Maritime University

13. English courses for teachers of non-linguistic specialties at Odessa National Maritime University Pre-Intermediate level (1 year) exam Intermediate level (1 year) exam Upper-Intermediate (1 year) exam Advanced (1 year) Teaching special subjects in English by teachers of non-linguistic specialties Live and learn

14. Thank you for your attention!!! Any questions?