Author: Gersonskaya Valentina , Kazakh American Free University, Kazakhstan
In
the recent years, the change of education paradigm in the Republic of Kazakhstan
has shifted the educators’ focus to CLIL technology as a means to make learners
more cognitively active during the learning process, develop their functional
literacy, as a result, making them more competitive in the labor market.
At present, introduction of CLIL in secondary and higher education
is being enhanced. In the 2016-2017 academic years,
preparatory work for the transition to trilingual education in secondary schools started.
School teachers and university lecturers are taking General English and CLIL
courses. Team-teaching and other CLIL varieties have already been introduced in
many higher education institutions. National Academy of Education
named after I. Altynsarin developed programs for additional education of schoolchildren
in three languages, guidelines, and an extracurricular work program in the
subjects of senior classes, where instruction is planned to be in English.
Yet there are many challenges to face. One of the key problems that needs to be
solved is that of language corpus that should be introduced in the CLIL-based
curriculum and vocabulary teaching techniques.
The relevance of the problem under study has made us consider
peculiarities of teaching vocabulary in CLIL, findings of some research on the
subject-matter, general guidelines on organization and content of CLIL courses
as well as recommendations of Kazakhstan National Academy
of Education for CLIL teachers. By the example of Grade 7 Biology CLIL
course, we present our vision of the way acquisition of vocabulary in this
course can be organized.
Fostering language learning requires focus on vocabulary acquisition
/ learning and vocabulary growth. To develop a successful CLIL
vocabulary-teaching strategy, it is vital to teach learners words, which belong
to the most frequent lexemes of the language. Much research has been conducted
in order to define the exact number of words the learner should acquire to
accomplish a CLIL program. According to Laufer and Nation (1999), teachers of
English should focus on the 2,000 most frequent words, and instead of teaching
less frequent individual words they should introduce strategies for coping with
unfamiliar vocabulary [1]. There is also consensus that knowledge of collocations
- habitual co-occurrences of lexical items - is important for developing language skills in one’s both native
and foreign languages (e.g. Bahns 1993; Zhang 1993; Сowie 1994; Herbst 1996;
Kita and Ogata 1997; Partington 1998; Hoey 2000, 2004; Shei and Pain 2000;
Sripiсharn 2000; Altenberg and Granger 2001; McEnery and Wilson 2001; MсAlpine
and Myles 2003; Nesselhauf 2003) [2]. Besides, it is essential that the list of
words and expressions for a CLIL course should include both content-obligatory
and content-compatible language, as learners need to produce the academic
register of science and dwell on the themes they study. Content-obligatory
language is associated with the specific content of a subject whereas
content-compatible language is non-subject specific language. Learners may have
learned it in their English classes, and they need to use it in CLIL classes to
communicate more fully about the curricular subject. We add to it conversational
phrases and classroom English learners need to communicate with peers and their
teachers in CLIL class and to do CLIL tasks. Considering Feldman & Kinsella’s
research (2005), successful and thorough implementation of CLIL almost
certainly requires:
- knowledge of some 6,000 most frequent words in English;
- knowledge of the key lexicon of the content area;
- knowledge of the key transactional lexis of the educational
environment, including knowledge of the key lexis used by digital media [2].
Much support in this respect is provided by Cambridge University. In its Cambridge TKT CLIL Handbook [3] general survey of what should be taught in
CLIL a course in terms of language has been given. The language to learn is
specified by the obligatory language units to know, e.g. seventy six for
Science (absorb / absorbent, acceleration, acid, adaptation, algae, alkali,
etc.), communicative skills that are to be developed across the curriculum (agreeing
or disagreeing; asking questions; clarifying what has been said; comparing and
contrasting; describing cause and effect, diagrams; images; a process;
evaluating work (own and others’); expressing idea; giving examples,
information, reasons; hypothesizing; instructing; interpreting data; justifying
answers or opinions, persuading, predicting; presenting solutions, presenting
work; stating facts and opinions; suggesting changes and ideas).
Indispensable verbs are connected with the cognitive skills to be developed.
With “remembering” the verbs recognize, recall and the activities label,
list, identify, match, name, recite, spell, state facts, tell are
associated.
“Understanding” presupposes use of explain
and interpret in such activities as classify, compare, define, describe,
draw, give examples, order, predict, sequence, translate. “Applying”
requires the verbs carry out and do and the activities calculate,
experiment, find out, interview, prepare, present, research, show. With “analyzing”
we associate the verbs examine and reason and the activities analyze,
choose, decide, deduce, examine, give reasons, justify, show the difference
between, solve.
“Evaluating” requires evaluate, assess and such activities as conclude, consider, give an opinion, judge, prove,
rate, recommend. “Creating” needs the verbs make and produce and the
activities build, change, compose, create, design, imagine, invent.
As in 2016-2017
academic year Kazakhstan secondary schools started preparatory work for the
transition to trilingual education, in this connection, many regulations on
organization and content of CLIL courses have appeared, one of them being the
“Integrated Learning to English Language and Sciences and Mathematics (IT,
Physics, Chemistry, Biology, Science)” guidance book, published by The National
Academy of Education named after I. Altynsarin [4].
It provides general
guidelines on the essence, organization and content of CLIL technology, as well
as recommendations on what each particular course should focus on. In general,
everything should be aimed at developing functional literacy - the ability to use knowledge and skills acquired in school to solve
a wide range of life problems in various spheres of human activity, as well as
in interpersonal communication and social relations. Types of functional
literacy, assessed in the framework of external evaluation of students'
academic achievements are reading literacy (Kazakh and Russian languages),
mathematical literacy, natural science literacy (Physics, Chemistry, Biology,
Geography).
As
most of the school subjects to be CLIL-based refer to the Natural Sciences, in
this article we focus on them, in particular, on Biology. In general, natural
science literacy is understood as the ability to use knowledge of natural sciences,
to identify problems and draw valid conclusions necessary for understanding the
world around us and for the changes that human activity brings to it, as well
as for making appropriate decisions.
The peculiarity of teaching natural science
subjects is in the formation of understanding the impact of natural sciences on
the environment, economic, technological, social and ethical spheres of human
activity; the need to create conditions for the development of skills in educational,
design, research, creative activities, motivating learners to develop
themselves; formation of safe work skills during the educational, project
research, experimental, extracurricular and extra-curricular activities, i.e.
learners should be provided the conditions for the development of the ability
to describe, explain and predict natural science processes and phenomena; the
ability to interpret arguments and conclusions; of understanding research methods,
identifying issues and problems that can be solved with scientific methods [5].
Particular attention in the lessons of Geography, Physics, Chemistry and
Biology should be paid to the development of cognitive skills necessary for the
successful development of natural science literacy – an ability to understand
the problem, characterize the problem, to present a problem, solve the problem,
reflect on the solution and report the solution to the problem. Of particular
importance is development of the research qualities of schoolchildren,
attention and observation, logical thinking and creative imagination, memory,
language skills and multilingualism, the development of skills in using
subject-matter educational, scientific and methodological information,
periodical publications, the Internet, digital educational resources. At the lesson,
it is recommended, that authentic materials from newspapers, magazines, films,
video and audio materials, websites and literature for collecting and
processing information be actively used. For the formation of academic
vocabulary on the subject, there should be systematic work on the use of
terminology in the classroom. Written and oral assignments are to allow
students to improve the correct use of terms.
Therefore, designing vocabulary exercises for
the secondary school Biology CLIL course, one should take into consideration
the high and low order thinking skills to be developed in the learners, the
academic vocabulary to be taught, the requirements for developing motivation,
learners’ autonomy, ability to practically apply knowledge and skills, teaching
the learners to search and process information from different sources. The basis for developing vocabulary exercises should be a thoroughly
selected glossary, which will allow the teacher and the learners to focus on
the indispensable content-obligatory vocabulary for the course.
However, the lists of
content-obligatory vocabulary, provided in the Cambridge TKT CLIL Handbook and
the “Integrated Learning to English Language and Sciences and Mathematics (IT,
Physics, Chemistry, Biology, Science)” guidance book, do not support the study
program in Biology for Grade 7 and the content of the Biology textbook for
Grade 7. The Biology Textbook for Grade 7 for secondary schools is the textbook
by Kayum at al. (Almaty, 2012) [6]. The textbook focuses on classification and
systematic study of living beings, their morphology and activities (Low
Organisms, Fungi, Plants, Low Plants, Moss and Ferns, Flowers, Cereals, Animal
Kingdom, Invertebrates, Vertebrates, Domestic Animals). After each unit
there is a list of terms (4-12), with the number of terms per chapter ranging
from 4 (Chapter 5) to 67 (Chapter 9). The majority of such subject specific
words are names of some organisms: Мангольд (Mangold), Ежовник (Bur Grass), which are not essential for the CLIL purposes. There are also many
endemic plants like Инсегек or Биюргун, which do not have English
counterparts. Therefore, for practical purposes a different glossary should be
compiled. We suggest it that it should include the subject specific vocabulary
from the Cambridge CLIL Handbook for Teachers [3], the corrected version of
those terms from the “Integrated Learning to English Language and Sciences and
Mathematics (IT, Physics, Chemistry, Biology, Science)” guidance book [4], that
conform to the content of the Biology Course for Grade 7 and the
content-compatible vocabulary on the themes of the course. It is advisable that
the glossary group the terms not on the basis of their reference to some branch
of biology or semantic group, but basing on the content of the chapters. It
will give teachers the opportunity to make new vocabulary exercises and design
other CLIL activities.
The glossary is a teaching resource that can be
used by the teacher to make tests or new exercises on the vocabulary of the
course, or it can be used as a word bank for learners. Another opportunity to
use the glossary for practice and consolidation of the active vocabulary is to
divide the glossary for the chapter into two parts – English and Russian and
make the learners work in pairs. As all content - compatible vocabulary cannot
be included into the glossary and we should observe the requirement of
personalizing learning, instead of providing the learners with the ready-made
glossary, we can make them build up their own glossary of scientific terms and
useful expressions as they learn about new science topics. Examples of key
words can be highlighted in bold or italics on their worksheets. The teacher
can help the class build up definitions of the terms, and allow time for
learners to add each term to their glossary. It is a very useful activity as in
this case the learner is to decide for himself / herself which words are
relevant. It also results in greater learner autonomy and reflection,
contributing to the formation of LOTs and HOTs.
Terms of the course can be revised with the help
of the “matching” exercise when the terms are written on cards of one color and
the definitions on cards of the other color. Periodically, such sets of cards
can be handed out to small groups or pairs to match each word with its
definition. It may be accompanied with the web-search activity, very helpful
for extending the students vocabulary and developing learner autonomy, e.g.: Match
the words with the definitions. Then go to the Macmillan Online Dictionary www. macmillandictionary.com and check your answers by typing the words into the search
box. The same activity can be used with
the labelling task. In this case the teacher gives learners an
unlabeled picture with the task to label it and useful Internet links. If a
teacher gives the learners a picture to label as a part of home assignment, he
/ she can instruct them to find some other organisms of the same class / order
/ etc. In this case, we also develop learners’ thinking skills as the learner
is to search for information, analyze and systemize it for proper selection.
Moreover, this activity is person-oriented and contributes to better
acquisition of new words and concepts as the learner chooses the organisms he /
she finds interesting.
For consolidation of active vocabulary gap-fill
activity and flashcards can be used. Accuracy can be developed with “Choose the
right word” exercises and jumbled letters. If words with jumbled letters are
given in the context, the jumbled letters activity both enhances vocabulary
acquisition and develops reading skills.
Vocabulary is also focused on in the activity
“Find the words in the word square”. The exercise “Find the odd word” implies
analysis and is good for systemizing knowledge and vocabulary. It can be
accompanied with a web search. It can also be the basis for speaking activity,
as the choice in each case is made on a different ground, thus, developing of
reasoning is possible with this exercise.
Of analytical nature is the exercise “Complete
the table with the words”. Revising the content-compatible vocabulary, it
develops in learners the ability to apply theoretical knowledge in practice and
critical thinking.
“Word Map” activities should be developed for
all the themes of the course as this exercise is a good tool for consolidating
previous knowledge, may be used as a pre-listening or a pre-reading activity or
for checking the learners’ understanding of the theme. In terms of vocabulary,
it helps learners set logical connections between the concepts and words which
results in better language acquisition.
Developing vocabulary exercises for a CLIL
course, one should make sure they contribute to better acquisition of the content-obligatory
and content-compatible lexicon, development of high and low order thinking
skills, motivation, learners’ autonomy, ability to practically apply the
knowledge and skills, learners’ ability to search and process information from
different sources.
In general, a corpus-informed approach to the
subject matter contributes to elucidation of the problem of vocabulary
acquisition in CLIL courses. The key to success in a CLIL environment is the acquisition
of a productive vocabulary that includes knowledge of the most frequent
vocabulary items in the target language, the key vocabulary in individual
subject areas and the key vocabulary needed to function in the educational
environment. Effective vocabulary acquisition is achieved by making glossaries
of scientific terms, flashcards, “A Word Bag” activity, worksheets with
exercises for introduction, revision and extension of the vocabulary, including
crosswords, web-quests for words to label a picture/fill in a chart, jumbled
letters, finding words in word squares/grids, finding odd words, completing
sentences and doing quizzes, using factual information, choosing the correct
word out of two/three options, completing a table using words from the list,
and intensive use of ICT.
REFERENCES
1. Laufer, B., & Nation, I. “Vocabulary”. In S.
M. Gass, & A. Mackey. The Routlegde Handbook of Second Language
Acquisition. - Oxon: Routledge, 2012. – P. 217
2. Coyle, Hood and Marsh. CLIL: Content and Language
Integrated Learning. - Cambridge: Cambridge University Press. 2010. – 419 p.
3. Cambridge TKT CLIL Handbook for Teachers.
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5. “On Organization of the Educational Process in
the Schools of the Republic of Kazakhstan in the 2016-2017 Academic Year”
Methodology Regulations, Almaty, 2016. – P. 13
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Атамура, 2012. - 272 с.