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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 :

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Applying CLIL at the Estonian Academy of Security Sciences

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  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!

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