Teaching Computer Science with CLIL Methodology

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Teaching Computer Science with CLIL Methodology

Hrytsiuk O.S.

Kremenchuk Mykhailo Ostrohradskyi National University, Kremenchuk, Ukraine

Abstract

In this paper, methodological and organizational aspects of applying CLIL methodology in teaching computer science for students of universities are analyzed. It is shown that European countries, as well as the United Kingdom, the United States of America, and Canada, where part of the curriculum has been taught in a foreign language for several decades, are most actively introducing content and language integration and promoting an interdisciplinary approach to education. CLIL methodology features and benefits are identified, namely, a comprehensive focus, stimulating learning environment, authenticity, active learning, gradual learning and collaboration. The peculiarity of CLIL methodology is that its use requires a stable elementary skill in the grammar of a foreign language, as well as knowledge of subject-specific language. In accordance with various conditions, CLIL model can be presented in various forms: it can be a full course of a foreign language disci pline, a module from a specific topic area, a part of any course, a project, a laboratory workshop, and a research, too. The paper presents a plan for computer science lectures and labs in a foreign language, which contains seven stages, each of which is performed in English. Integration of computer science and teaching in English at the Kremenchuk Mykhailo Ostrohradskyi National University is implemented using developed bilingual course program «Computer for beginners». The course content includes a study of the material necessary for obtaining skills in using modern ICT and a personal computer using English glossary. Conclusions are drawn regarding conditions and principles of teaching computer science in a foreign language. The scientific novelty of the work is that for the first time a comprehensive analysis of the expediency of using CLIL methodology was carried out at the Kremenchuk Mykhailo Ostrohradskyi National University. The practical significance of the work is that its results can be used for further implementation of content and language integration in Ukraine universities. The development of new content and language integrated courses with CLIL methodology for teaching courses in a foreign language is considered promising.

Key words: content and language integrated learning, CLIL methodology, content-based approach, interdisciplinary approach, teaching computer science, subject-specific language, graduate education.

Анотація

Застосування методики CLIL у викладанні інформатики.

Грицюк О.С., Кременчуцький національний університет імені Михайла Остроградського, Кременчук, Україна.

У статті проаналізовано методологічні й організаційні аспекти застосування CLIL методики у викладанні інформатики для студентів закладів вищої освіти. Показано, що найактивніше запроваджують предметно-мовну інтеграцію і просувають міждисциплінарний підхід в освітньому напрямку країни Європейського Союзу, а також Велика Британія, Сполучені Штати Америки, Канада, де частина дисциплін навчальної програми викладається іноземною мовою уже кілька десятиліть. Визначено особливості й переваги CLIL методики, а саме - комплексна спрямованість, стимулююче середовище навчання, автентичність, активне навчання, поступовість навчання і співпраця. Особливістю CLIL методики є те, що для її використання необхідний стійкий елементарний навик володіння граматикою іноземної мови, а також знання спеціалізованої лексики. Відповідно до різних умов модель CLIL може бути представлена в різних формах: це може бути повний курс навчальної дисципліни іноземною мовою, модуль з певної тематичної області, частина будь-якого курсу, проект, лабораторний практикум, дослідження та інше. У статті репрезентовано план заняття з інформатики іноземною мовою, який містить сім етапів, кожен з яких виконується англійською мовою. Інтеграція викладання інформатики та англійської мови у Кременчуцькому національному університеті імені Михайла Остроградського реалізується за допомогою розробленої двомовної програми курсу «Computer for beginners». Зміст курсу містить вивчення матеріалу, необхідного для отримання навичок користування сучасних ІКТ та персонального комп'ютера з використанням англійської лексики (термінів). Зроблено висновки щодо умов та принципів викладання інформатики іноземною мовою. Наукова новизна роботи полягає в тому, що вперше проведений комплексний аналіз досвіду застосування методики CLIL у Кременчуцькому національному університеті імені Михайла Остроградського. Практичне значення роботи зумовлене тим, що її результати можуть бути використані для подальшого запровадження предметно-мовної інтеграції у закладах вищої освіти України. Перспективним вважається розробка нових інтегрованих предметно -мовних курсів із застосуванням CLIL методики для викладання дисциплін іноземною мовою.

Ключові слова: предметно-мовне інтегроване навчання, методологія CLIL, контентно-орієнтований підхід, міждисциплінарний підхід, викладання інформатики, предметна термінологія, вища освіта.

Аннотация

Использование методики CLIL в преподавании информатики

Грицюк Е.С., Кременчугский национальный университет имени Михаила Остроградского, Кременчуг, Украина.

В статье проанализированы методологические и организационные аспекты применения методики CLIL в преподавании информатики для студентов высших учебных заведений. Показано, что активнее всего вводят предметно-языковую интеграцию и продвигают междисциплинарный подход в образовательном направлении страны Европейского Союза, а также Великобритания, Соединенные Штаты Америки, Канада, в которых часть дисциплин учебной программы преподается на иностранном языке уже несколько десятилетий. Определены особенности и преимущества методики CLIL, а именно - комплексная направленность, стимулирующая среда обучения, аутентичность, активное обучение, постепенность обучения и сотрудничество. Особенностью методики CLIL является то, что для ее использования необходим устойчивый элементарный навык владения грамматикой иностранного языка, а также знание специализированной лексики. В зависимости от различных условий модель CLIL может быть представлена в различных формах: это может быть полный курс учебной дисциплины на иностранном языке, модуль знаний определенной тематической области, часть какого-либо курса, проект, лабораторный практикум, исследование и т.д. В статье приведен план иноязычного занятия по информатике, который содержит семь этапов, каждый из которых выполняется на английском языке. Интеграция преподавания информатики и английского языка в Кременчугском национальном университете имени Михаила Остроградского реализуется с помощью разработанной двуязычной программы курса «Компьютер для начинающих» («Computer for beginners»). Содержание курса включает в себя изучение материала, необходимого для получения навыков использования современных ИКТ и персонального компьютера с включением английской лексики (терминов). Сделаны выводы относительно условий и принципов преподавания информатики на иностранном языке. Научная новизна работы заключается в том, что впервые проведен комплексный анализ опыта применения методики CLIL в Кременчугском национальном университете имени Михаила Остроградского. Практическое значение работы обусловлено тем, что ее результаты могут быть использованы для дальнейшего внедрения предметно-языковой интеграции в учреждениях высшего образования Украины. Перспективным направлением исследований является разработка новых интегрированных предметно-языковых курсов с применением методики CLIL для преподавания дисциплин на иностранном языке.

Ключевые слова: предметно-языковое интегрированное обучение, методология CLIL, контентно-ориентированный подход, междисциплинарный подход, преподавание информатики, предметная терминология, высшее образование.

Introduction

The interpenetration of ideas and methods of various sciences is a typological feature of our time. Integration is an integrated approach necessary to solve the environmental, economic and social problems of society. The changes taking place in public life require the development of new ways of Education, pedagogical technologies that deal with individual development of the individual and creative initiative. Society needs a creative person who can think and explore. In modern conditions, a person has to solve complex problems, study and determine various options for action, and counteract new challenges in life with problems. The emphasis is shifted to the education of a truly free person who is able to think independently, acquire and apply knowledge, effectively cooperate in groups that are diverse in composition and profile, and be open to new contacts and cultural connections. This requires a broad introduction into the educational process of alternative forms and methods of conducting educational activities, one of which is integrated learning.

The idea of integrating non-linguistic disciplines and a foreign language is the basis of teaching technology, when a number of courses are taught in a foreign language. With this approach, a foreign language is both a means of communication and cognition, and learning in your native and foreign languages becomes a single process. This idea is widely used in the study of humanities, natural science and technical disciplines, in particular, in the teaching of Computer Science. informatics lesson higher education

Modern pedagogical science is focused on the development of a theoretical concept for the development of a fundamentally new model of Education CLIL, which is one of the most relevant areas of modern higher education and combines professional knowledge, subject-language and general language competencies. This combination contains a complex of pedagogical, psychological and methodological problems. In order to achieve the expected positive result, it is necessary to consistently develop effective teaching methods, taking into account the peculiarities of integrating academic disciplines with a foreign language.

CLIL is the acronym for Content and Language Integrated Learning [1]. At the same time, the term CLIL was coined in 1994 by David Marsh in Finland to describe an approach to teaching then evolving in Europe that was partly based on examples from bilingual education programs in Canada and Britain [2].

CLIL can be described as an educational approach where curricular content is taught through the medium of a foreign language, typically to students participating in some form of mainstream education at the primary, secondary, or tertiary level [3].

Despite some difficulties in implementing CLIL technology, it allows you to solve a wide range of educational tasks. Studying computer science in a foreign language is an additional tool for achieving educational aims and has positive aspects simultaneously for the formation of students' information and language competencies.

Actual issues of pedagogical research in the field of using CLIL methodology in universities are covered in works of A. Akbarov, K. Gonen and H. Aydogan [4], M. King [5], P. Mehisto, D. March and M. Frigols [6]; J. Brewster [7], A. Bruton [8], J. Hunter and U. Smit [9] reveal benefits of the methodology; ways of implementing content and language integration are investigated by S. Lucietto [10], O. Meyer [11], T. Ting [12]; works of V. Boix-Mansilla [13], J. Klein [14], Y. Lenoir and A. Hasni [15] is devoted to introduction of an interdisciplinary approach in the application of the CLIL methodology. Features of the organization the teaching computer science with CLIL methodology in different countries are considered by F. Moller and T. Crick [16], X. San Isidro [17], S. Darn [18], problems of using CLIL are covered in the research of A. Broca [19], M. Vega і M. Moscoso [20].

CLIL has two goals, namely, learning an academic discipline through a foreign language, and a foreign language through a non - linguistic discipline. That is, in this methodology, language is considered not as an object of study, but as a tool for learning other disciplines. CLIL provides the development of abilities, rethinking the learning process, motivation to learn and the formation of communication competencies.

The relevance of the work is that interdisciplinary approach in the integrated process of learning a foreign language is an important trend in the development of the modern educational environment. The implementation of an integrative approach to foreign language training helps to identify the main relationships of educational material. An extremely relevant plane of integration in the higher education system is subject- language integration, which is aimed at using a foreign language as a medium for the content of learning and content as a resource for learning the language.

Objective: to analyze the application of the CLIL methodology in computer science classes in a foreign language.

The implementation of the research goal involves solving a number of tasks:

- understand the world and Ukrainian experience of implementing the CLIL methodology, to determine its advantages;

- trace the ways of implementing subject-language integration;

- investigate and determine the conditions and principles of integration of Computer Science and a foreign language;

- based on the analysis of conditions, formulate conclusions and recommendations for further application of the CLIL methodology for teaching computer science.

Material and Methods.

A set of research methods was used to solve the tasks set and achieve the purpose:

theoretical methods: study and analysis of linguodidactic, scientific and methodological, psychological and pedagogical literature, and experimental research results; theoretical and empirical material synthesis; actual universities' curriculums analysis;

empirical methods: study and generalization of pedagogical experience; observation of educational activities; experimental learning;

diagnostic methods: observation, testing, performing exercises, tasks, analyzing the results of Computer Science and Foreign Language teachers' activities.

This integrated approach ensures a comprehensive analysis of the selected research field.

The scientific novelty of the work is that for the first time a comprehensive analysis of the application of the CLIL methodology was carried out at the Kremenchuk Mykhailo Ostrohradskyi National University.

The practical significance of the work is due to the fact that its results can be used for further implementation of subject-language integration in higher education institutions of Ukraine.

In Europe, some of curriculum courses have been taught in a foreign language for several decades. Research in the field of CLIL is conducted by a number of European organizations and educational institutions, such as UNICOM, EuroCLIC, TIE-CLIL, Content and language Integrated Project (CLIP), the University of Nottingham, the Norwich Institute for Language Development, etc. [5].

Features of implementing CLIL methodology in different countries depend on the selected model. So, three CLIL models are known: soft (language-led), hard (subject-led), partial immersion. The first model is aimed at the linguistic features of a special context, the second means that 50% of the curriculum of subjects in the specialty are studied in a foreign language, and the third occupies an intermediate position, and is used when some modules from specialties program are studied in a foreign language.

The use of CLIL methodology is most common in Western European countries (Belgium, France, Germany, etc.). In addition, above methodology is used in Spain, Estonia, Russia, Poland, Latvia, Italy, Finland, the Czech Republic and other countries of the world. The list of specialized internet resources is presented in Table 1.

Table 1. Specialized online resources for studying CLIL methodology (Source: S. Darn [18])

Content and language integrated learning is popular in Canada and the United States. The effectiveness of the technique is confirmed by studies conducted by Second Language Acquisition [4].

Researchers P. Mehisto, D. March and M. Frigols identify key features of CLIL methodology, which include integrated orientation, stimulating learning environment, authenticity, active learning, gradual learning, and collaboration [6].

By complex orientation, we mean the ability to learn a language within non-linguistic disciplines and, conversely, to study the content of the course in foreign language classes. This approach is based on the principle of integrating several academic disciplines.

Subject-language training allows you to work on cross-cultural topics and projects. Creating a stimulating learning environment involves using a system of different types of learning activities in the course of classes and, as a result, strengthening students ' confidence in the results of learning activities. In addition, it means attracting authentic materials and developing students ' language competence. Authenticity in this case boils down to the fact that students independently signal their language needs. Active learning consists of stimulating joint work. Gradual learning involves reviewing and restructuring the skills, interests, and experience available in the student's Arsenal into more practical formats that match different learning styles, with an emphasis on creativity and critical thinking. Collaboration involves planning classes together with teachers specializing in CLIL methodology and teachers of disciplines. It is important to note that using this technique requires a stable elementary skill in the grammar of a foreign language, as well as knowledge of specialized vocabulary (the level of foreign language proficiency of a teacher must usually be confirmed by an International Certificate B2 level).

In addition to perfect command of a foreign language, subject-language integrated training requires a new approach to conducting classes. Teachers need to organize their work creatively, pay great attention to individual work, and diversify the forms of presentation of the material.

In addition to an impeccable command of a foreign language, CLIL requires a completely new approach to conducting classes. Teachers need to organize their work creatively, focus on individual and creative activities of students, and diversify the forms of presentation of the material. This means that studying computer science will become much more interesting and effective for students if it takes place within the framework of an activity-based and communicative approach.

According to different conditions, CLIL model can be presented in various forms: it can be a full course of an academic discipline in a foreign language, a module from a specific thematic area, part of any course, a project, laboratory workshops, research, and so on. The list of CLIL implementation forms also includes such techniques as an integrated lecture, a comprehensive workshop, an interdisciplinary conference, a comprehensive elective, etc.

Each lecture or lab using content and language integrated learning technology includes four «C» necessarily. There are content that is formation and development of knowledge, skills and abilities in a certain course branch; communication that is use of a foreign language as a means of communication; cognition that is development of students' cognitive and mental abilities; culture that is awareness of one's own personality as part of universal culture [9].

Thus, CLIL can easily adapt to different educational contexts and systems. The use of an integrated approach to teaching computer science in a foreign language forms a logically constructed and conceptually based system in which the instrumental value of language turns into a powerful incentive to master of the course content acquisition.

Results