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Conditions for Successful Implementation of CLIL Methodology in Primary School
Försterová, Věra ; Vallin, Petra (advisor) ; Poche Kargerová, Jana (referee)
in English: The aim of this thesis is to explore conditions that enable to implement CLIL methodologies in primary school. In the theoretical part, the CLIL method will be described as an innovative approach in teaching foreign language. We will focus on hard CLIL and teaching CLIL in non- language subjects. Further, we will analyse benefits and perils that can occur while teaching foreign language in non-language subjects. The empirical research will focus on conditions that enable to implement CLIL methodologies in primary school and make it sustainable.
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The CLIL Methodology and its Application in Primary Education
Červená, Michaela ; Vallin, Petra (advisor) ; Novotná, Kateřina (referee)
The diploma thesis is concerned with content and language integrated learning, the CLIL method. The thesis is specifically focused on English language teaching in primary education. The theoretical part contents an introduction of the CLIL methodology, its history and specifics, including the aims, activities or materials in CLIL lessons. The thesis also focuses on what the application of this method looks like in chosen European countries, including the Czech Republic. Specifically, in the case of the Czech Republic, the thesis lists information related to CLIL teachers, the organization of CLIL classes, or CLIL projects that have taken place in the territory over the past years. The aim of the practical part is to describe how the method is applied in chosen Czech primary schools and how it is viewed by teachers and pupils in terms of its attractiveness and effectiveness. The research is designed as a multiple case study with the usage of observations of CLIL lessons and interviews with CLIL teachers and pupils at three primary schools in Prague. The result of the practical part is an analysis of the interviews and the author's observations of the CLIL lessons, completed by a summary of the findings from all the parts of the research altogether. These findings are then compared in the final...
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Pythagorian Theorem in CLIL lessons
Dubová, Libuše ; Novotná, Jarmila (advisor) ; Procházková, Lenka (referee)
This diploma thesis, titled "Pythagorean Theorem in CLIL lessons", deals with one of the possible strategies in bilingual education - CLIL method which links teaching of a non- linguistic subject and a foreign language, mathematics and English, in this case. For the realization of CLIL method I have chosen the topic of the introduction to Pythagorean Theorem. The aim of this thesis was to check whether the chosen topic is suitable for CLIL lessons, then the influence of a foreign language on the active involvement of pupils in the lesson and on understanding of the subject matter. At the beginning, I focus on general integration of the content subject and a foreign language and then I describe the preparation of the experiment. The core of this thesis is the project of the CLIL lesson. The project was realized in the experimental groups, the gained data have been processed on the base of observation and analysis of the final individual work and the questionnaire. The results show the potential of the CLIL method as a new possibility for bilingual teaching of content subjects.
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Content and Language Integrated Learning with ICT using the Interactive Whiteboard
Drápalík, Michal ; Ženíšek, Jakub (advisor) ; Müller Dočkalová, Barbora (referee)
The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...
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Language and content integration models in ELT
Synková, Blanka ; Gráf, Tomáš (advisor) ; Klégr, Aleš (referee)
The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar schools"). The research is based on case studies of five teachers who teach various courses belonging to this category. The preliminary research investigated what courses are currently being offered at grammar schools in Prague; they are mostly elective courses. Our research findings suggest that language and content integration in the form of elective courses is a rather common practice, although often unconscious. Teachers tend to act on the basis of their intuition rather than their knowledge of theory and practice of language and content integration. Generally, it seems that more emphasis is put on content than language in these lessons. Content-based English lessons may be beneficial for learners for...
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Possibilities and boundaries of using CLIL method in Czech schools
Němečková, Markéta ; Spilková, Vladimíra (advisor) ; Uličná, Klára (referee)
The diploma thesis deals with an innovative method CLIL, which combines the teaching of subject matter with the teaching of a foreign language. The aim of the work is to use action research to verify the possibilities of applying CLIL in first class of chosen state primary school. The action research is a suitable tool to implement a new approach and contributes to improvement of the quality of teaching. The research is focused on the verification of different supporting strategies to create a set of functional scaffolding techniques, which help first graders to overcome the language barriers and achieve the learning objectives. The core of this thesis consists of detailed lesson plans and reflections, in which the used activities and scaffolding are analysed in terms of efficiency. The final part of the thesis includes several recommendations for practice from the perspective of the possibilities and boundaries of using CLIL method in Czech state schools. The research confirmed that the language level of pupils is not a necessary condition of teaching through CLIL and therefore it is possible to use CLIL from first class of primary school. Keywords: foreign language teaching, Content and Language Integrated Learning, action research, foreign language across the curriculum, innovative method.
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CLIL Implementation Into Primary School Teaching
Vallin, Petra ; Spilková, Vladimíra (advisor) ; Walterová, Eliška (referee) ; Hanušová, Světlana (referee)
TITLE: CLIL Implementation Into Primary School Teaching AUTHOR: PhDr. Petra Vallin DEPARTMENT: Department of Primary School Education, Faculty of Education, Charles University SUPERVISOR: Prof. PhDr. Vladimíra Spilková, CSc. ABSTRACT: This thesis deals with the Content and Language Integrated Learning (CLIL) which the European Union finds as a useful tool for teaching foreign languages in the 21st century. The objective of the theoretical part is to clarify the concept of CLIL and compare different interpretations and models which appears in school practice. We also focus on meta-analysis of research studies that have been undertaken in this area since 2005. The theoretical part provides insight into the history of CLIL in selected European countries including the Czech Republic. The first part concludes with a chapter on theoretical concepts which CLIL refers to and which are essential for implementation of CLIL. The aim of the empirical part is to implement CLIL into primary school teaching and describe what changes this innovation brings into practice. The empirical part is based on action research methodology which enable our active participation in the project of CLIL implementation. The main findings concerns the changes of the communication in the CLIL classroom. The results also shows that CLIL...
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Practical use of CLIL in Music lessons at lower secondary school
Šmídová, Květa ; Dvořáková, Jiřina (advisor) ; Selčanová, Zuzana (referee)
Diploma thesis aims at introducing and application of CLIL, a method that is currently considered a suitable tool for improving quality of education. The method is, in this case, based on the integration of English language into Music teaching. A theoretical part is focused on the characteristics of the method, its history, didactic aspects, aims, required competences of a teacher and the principles of planning and realization of the method. The conclusion of the theoretical part is devoted to specific possibilities of application of the method in various areas of the subject of music education. A practical part constitutes of a creation of several worksheets that can be used in real music lessons at lower secondary school. The worksheets are accompanied by a methodological commentary in which the whole lesson is proposed. KEYWORDS Content and Language Integrated Learning, Music, innovative method, implementation, didactic aspect
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Implementation of the CLIL Method into Mathematics Lessons in Mixed Age Classes.
KRAMLOVÁ, Naděžda
The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use while teaching at different stages of education in the Czech school system. The main aim of the practical part is to create educational materials and individual plans of lessons for teaching a curriculum of mathematics in English at the first stage of the primary school for grades 4 and 5, implementation of this method to teaching in selected small school and confirmation or refutation the statements of the authors of publications that, if implemented CLIL teaching at schools, it brings indisputable advantages for the whole educational process.
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CLIL Implementation Into Primary School Teaching
Vallin, Petra ; Spilková, Vladimíra (advisor) ; Walterová, Eliška (referee) ; Hanušová, Světlana (referee)
TITLE: CLIL Implementation Into Primary School Teaching AUTHOR: PhDr. Petra Vallin DEPARTMENT: Department of Primary School Education, Faculty of Education, Charles University SUPERVISOR: Prof. PhDr. Vladimíra Spilková, CSc. ABSTRACT: This thesis deals with the Content and Language Integrated Learning (CLIL) which the European Union finds as a useful tool for teaching foreign languages in the 21st century. The objective of the theoretical part is to clarify the concept of CLIL and compare different interpretations and models which appears in school practice. We also focus on meta-analysis of research studies that have been undertaken in this area since 2005. The theoretical part provides insight into the history of CLIL in selected European countries including the Czech Republic. The first part concludes with a chapter on theoretical concepts which CLIL refers to and which are essential for implementation of CLIL. The aim of the empirical part is to implement CLIL into primary school teaching and describe what changes this innovation brings into practice. The empirical part is based on action research methodology which enable our active participation in the project of CLIL implementation. The main findings concerns the changes of the communication in the CLIL classroom. The results also shows that CLIL...
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