Search results

1

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ БІЛІНГВАЛЬНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СОЦІАЛЬНОЇ ПЕДАГОГІКИ

100%

Ситняківська С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

363-372

EN

In the article it is described the methodological principles of formation bilingual professional competence in future social pedagogues. It is proved that for the development of bilingual professional competence in future social pedagogues we need a special educational system, which could be implemented through the appropriate training technology, with its aims, goals, objectives, appropriate set of pedagogical approaches and principles. It is described that in the process of studying the professional subjects by bilingual method the selection and structuring content of specific courses are based on modular, vocabulary and lexico-terminological approaches. Successful mastering of learning the professional courses depends on the sequential accumulation of specific terminology by its semantization. The formation of bilingual professional competence of students is based on self-oriented approach which includes not only the development but also self-development of students based on their own orientation, revealing their personal qualities, gives students the possibility to create a situation of choice in learning activities in accordance with its capabilities, including communicative, and sociocultural approach that promotes motivational strategies for bilingual education. On the basis of pedagogical approaches it have been singled out the most important principles for the development of bilingual professional competence of future social pedagogues: the incoming inspection principle (that provides training in accordance with the existing level of training and cognitive skills of students), the principle of professional orientation (based on the formation and development of professional competencies of students, among which is bilingual professional competence), the principle of semantization information (special explanation the meaning of concepts, terms, the rules of their usage and translation, leading to a holistic understanding of objects and phenomena in the bilingual education), the principle of scientific innovation, diversity of forms and methods of teaching, the principle of cross culture and functional activities of students. Further studies we considered in the development of learning technology, which will be based on the above mentioned theoretical and methodological foundations of bilingual education of future social pedagogues.

2

La influencia de los modelos de enseñanza en el dominio del léxico fundamental de ELE: método intensivo frente a método extensivo

100%

López González A. M.

Studia Iberystyczne

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2013

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vol. 12

109-136

EN

Within the Program of Spanish Bilingual Sections of the Ministry of Education of Spain, the first stage develops and provides the basic Spanish language skills needed to undertake the study of subjects in the Bilingual High School Curriculum, at least on level B1 of the CEFR. In Poland, there are two forms of this first stage, with the same curriculum: An intensive, in a year, Lyceum Year Zero, and another extensive in three years of secondary education. This study examines, quantitatively and qualitatively, the lexical mastery of two samples of 120 students each from seven bilingual secondary schools, representative of both modalities. The technique used has been the test of lexical availability, covering 16 topics.

3

CLIL’s Role in Facilitating Intercultural Learning

100%

Romanowski P.

Applied Linguistics Papers

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2018

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issue 25/2

71-87

EN

Alongside the globalisation phenomenon, many European countries have already situated their educational practice in existing multilingual contexts. The multilingualism policies of the European Union provided an ideal backdrop to the development of integrative approaches such as Content and Language Integrated Learning (CLIL) and, as a result, the term CLIL was coined in 1996 through sustained interest and pedagogical activity in the field of bilingual education across Europe. CLIL environments can also facilitate the promotion of intercultural communicative competence as described in the Common European Framework of Reference for Languages. In addition, as culture seems to be one of the five dimensions of CLIL provision, it is essential to discuss and consider the incorporation of an intercultural perspective in CLIL. The integrative nature of CLIL gives an opportunity for a simultaneous combination of foreign language learning, content subject learning and intercultural learning

4

A case study of Uygur-Chinese preschool bilingual education – kindergarten A in the Hotan area of the Xinjiang Uygur Autonomous Region

100%

Boqiong-Tian, Shanan-Wang, Xiaoping-Yang

Problemy Wczesnej Edukacji

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2013

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vol. 9

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issue 3(22)

62-73

EN

This study investigated and analyzed the bilingual goals, contents, implementation, and evaluation in a Uygur-Chinese kindergarten in the Hotan area of the Xinjiang Uygur Autonomous Region in China. By using the methods of interview and observation, the research found that the goals of Uygur- Chinese preschool bilingual education are unclear, the suitable bilingual textbooks are limited, and the evaluation is too simple. In addition to this, in order to improve the bilingual education in this kindergarten, some suggestions are provided.

5

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

100%

Banegas D. L., Poole P. M., Corrales K. A.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

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issue 2

283-305

EN

Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

6

The Handinhand School: Dealing with Adversity within a Multicultural Context

100%

Bar Shalom A.

Studia Edukacyjne

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2018

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issue 48

367-375

PL

The Hand in Hand bilingual school in Jerusalem operates against the broader background of the Arab-Israeli conflictand the unequal relations between Jewish and Arab citizens in the State of Israel. Drawing on multicultural educational models, the School seeks to ensure that all groups are visible and respected and to develop a curriculum that reflectsthe culture of all the students and their families. Against the dominant model of segregated education in Israel, the School creates intercultural space. In recent years, the School has been the target of several attacks. The article describes the work of the author, a counselor at the School, in responding to these attacks and in enhancing the resilience of the School community. Structured staff meetings enabled the educators to express themselves, support each other, and receive tools for coping in multicultural classrooms in a conflicted society.

7

O naturalnej dwujęzyczności i przekazywaniu języka dzieciom w sytuacji imigracji

88%

Wróblewska-Pawlak K.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2014

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issue 17

239-250

EN

The paper presents two perspectives on the question of transmission of cultural heritage, including the language of the country of origin, in the situation of immigration: the sociolinguistic (bilingual education and the role of the strategy chosen by the parents), and the sociological (linguistic transmission using the example of selected research on Polish emigrants).

8

Languages and cultures in contact. The place of new speakers in the education system in Upper Lusatia

88%

Dołowy-Rybińska N., Ratajczak C.

Cognitive Studies

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2019

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issue 19

EN

Languages and cultures in contact. The place of new speakers in the education system in Upper LusatiaUpper Sorbs are a Slavic minority group living in eastern Germany. The number of Upper Sorbian speakers is diminishing. Upper Sorbs, the majority of whom are Catholics, have a strong ethnic identity based on language, faith, and tradition and they form a rather closed community in relation to the surrounding German population. To counteract the process of language loss, the Sorbs have established an educational project called ‘Witaj’. The continuation of this project is the `2 plus’ program of bilingual education in schools, which has been implemented by the federal state of Saxony. The idea behind these initiatives is to connect native Upper Sorbian speakers and learners in order to facilitate the achievement of language competence and to break down existing ethnic boundaries. The realisation of this concept has encountered numerous problems. The German-speaking pupils involved often feel unmotivated to learn Sorbian and are often rejected by the Sorbian-speaking community as (potential) members.This article presents the results of a research project examining the way young people from German-speaking homes who attend one of the Upper Sorbian middle schools acquire Sorbian language competence and how they create an identity in relation/opposition to their Sorbian-speaking peers. The analysis is based on the sociolinguistic observations of language practices conducted in the school in 2017 and on interviews with both native speakers and learners of Upper Sorbian. The article focuses on the following issues: relations between language practices, the necessary conditions for the active use of minority languages by learners, language and interpersonal contact, the acceptance of new speakers, and the creation of ‘communities of practice’. Języki i kultury w kontakcie. Miejsce nowomówców w systemie edukacji na Górnych ŁużycachŁużyczanie są słowiańską mniejszością zamieszkującą we wschodniej części Niemiec. Liczba osób posługujących się językami łużyckimi, w tym językiem górnołużyckim, stale maleje. Górnołużyczanie, w przeważającej mierze katolicy, tworzą raczej zamkniętą wspólnotę, opartą o silną tożsamość etniczną, język, wiarę i tradycje. Aby przeciwdziałać procesowi utraty języka, Łużyczanie stworzyli program „Witaj”, którego kontynuacją był stworzony przez land Saksonii program dwujęzycznego nauczania „2 plus”. Celem tych programów było połączenie rodzimych użytkowników łużyckiego oraz dzieci uczących się go, aby umożliwić tym ostatnim zdobywanie kompetencji językowych i przełamać istniejące granice etniczne. Realizacja tego pomysłu napotyka jednak liczne problemy. Uczniowie niemieckojęzyczni często czują się niezmotywowani do uczenia się górnołużyckiego, często są też odrzucani przez łużyckojęzyczną wspólnotę jako (potencjalni) użytkownicy łużyckiego.Artykuł przedstawia wyniki badań dotyczących sposobu, w jaki młodzi ludzie z niemieckojęzycznych domów chodzący do jednej z górnołużyckich szkół średnich, zdobywają kompetencje językowe i jak tworzą swoją tożsamość w relacji lub opozycji do ich łużyckojęzycznych kolegów. Analiza oparta jest o socjolingwistyczne obserwacje praktyk językowych, prowadzonych w szkole w 2017 roku, i na wywiadach z uczniami górnołużycko- i niemieckojęzycznymi. Tekst koncentruje się na relacji między praktykami językowymi, warunkami niezbędnymi do tego, żeby język mniejszościowy mógł być aktywnie używany przez uczących się i tworzeniem relacji między ludźmi, poczucia akceptacji oraz wspólnot praktyki.

9

Dwujęzyczność wczesnodziecięca. Studium przypadku

88%

Mikłasz-Sendecka B., Przybyla O.

Logopedia Silesiana

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2019

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issue 8

461-486

PL

Early childhood bilingualism, natural bilingualism, and multilingualism, which occurs more often than ever before, are widely discussed in the secondary literature. Bilingualism entails acquiring a new identity and induces a change in linguistic thinking. This article contributes to the studies concerning the methods and strategies that are undertaken by such families that either raise or aim at raising a bilingual child; moreover, it puts forward a case study of a boy who is 2 years and 9 months old. In the introduction, the essential issues of raising a bilingual child are presented with a special emphasis put on the parents’ attitude towards bilingual education and their conviction of its underlying benefits for the boy. The empirical part of this article focuses on language proficiency and communication competences, and their assessment.

10

Dwujęzyczność wczesnodziecięca. Studium przypadku

88%

Mikłasz-Sendecka B., Przybyla O.

Logopedia Silesiana

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2019

|

issue 8

461-486

PL

Early childhood bilingualism, natural bilingualism, and multilingualism, which occurs more often than ever before, are widely discussed in the secondary literature. Bilingualism entails acquiring a new identity and induces a change in linguistic thinking. This article contributes to the studies concerning the methods and strategies that are undertaken by such families that either raise or aim at raising a bilingual child; moreover, it puts forward a case study of a boy who is 2 years and 9 months old. In the introduction, the essential issues of raising a bilingual child are presented with a special emphasis put on the parents’ attitude towards bilingual education and their conviction of its underlying benefits for the boy. The empirical part of this article focuses on language proficiency and communication competences, and their assessment.

11

Ukraine’s Use of the Positive Experience of the United States in Forming the Content of Bilingual Education in Secondary Schools

88%

Zaytseva N.

Viae Educationis

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2022

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issue 2

17-22

EN

The article deals with bilingual education (teaching academic content in two languages), which provides general and further education to students of different nationalities. The United States is considered one of the most multilingual countries in the world, which is why the American experience in bilingual education is very valuable. Ukraine is a multinational country too. So, it is important to solve the problem of the introduction of bilingual education to determine the components of the content of such education and its main features for its effective functioning and development. The article considers the peculiarities of the content of bilingual education in US secondary education. Based on the analysis of the content of bilingual education in secondary schools in the United States, the most important components that can be used in Ukrainian secondary schools are identified. The article considers and compares the content of bilingual education in some American schools in different states. The introductory course of a bilingual secondary school includes compulsory and elective subjects. In the most populous states, bilateral bilingual programmes are common. They are the most effective and therefore prestigious, but also costly. Low-efficiency programmes are common in many other states, which cannot fund expensive projects, such as transitional bilingual programmes, double immersion programmes, monolingual programmes, etc. The most common minority languages involved in bilingual programmes are Spanish, French, German, oriental, and other languages. To assess the level of knowledge of bilingual students, tests with tasks in the native language of students, accompanied by descriptive explanations and expected answers, are used. This type of testing is called Multiple choice. The acquisition of a second language occurs in parallel with the process of students’ acculturation. The specifics of the multicultural development of students in US schools are revealed in the article. The use of bilingual education is one of the leading trends in developing the content of US school education. That is why the positive experience of the United States is valuable for Ukraine.

12

Analysing ESP Texts, but How?

75%

Borza N.

Practice and Theory in Systems of Education

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2015

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vol. 10

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issue 1

1-15

EN

English as a second language (ESL) teachers instructing general English and English for specific purposes (ESP) in bilingual secondary schools face various challenges when it comes to choosing the main linguistic foci of language preparatory courses enabling non-native students to study academic subjects in English. ESL teachers intending to analyse English language subject textbooks written for secondary school students with the aim of gaining information about what bilingual secondary school students need to know in terms of language to process academic textbooks cannot avoiding deal with a dilemma. It needs to be decided which way it is most appropriate to analyse the texts in question. Handbooks of English applied linguistics are not immensely helpful with regard to this problem as they tend not to give recommendation as to which major text analytical approaches are advisable to follow in a pre-college setting. The present theoretical research aims to address this lacuna. Respectively, the purpose of this pedagogically motivated theoretical paper is to investigate two major approaches of ESP text analysis, the register and the genre analysis, in order to find the more suitable one for exploring the language use of secondary school subject texts from the point of view of an English as a second language teacher. Comparing and contrasting the merits and limitations of the two contrastive approaches allows for a better understanding of the nature of the two different perspectives of text analysis. The study examines the goals, the scope of analysis, and the achievements of the register perspective and those of the genre approach alike. The paper also investigates and reviews in detail the starkly different methods of ESP text analysis applied by the two perspectives. Discovering text analysis from a theoretical and methodological angle supports a practical aspect of English teaching, namely making an informed choice when setting out to analyse texts in English. It can be concluded from the literature that the register perspective yields more readily applicable data of text analysis for ESL teachers instructing in a pre-college environment. Besides teachers working in bilingual secondary school, the pedagogical conclusions of the study are also useful for teachers instructing in international secondary schools where the language of education is English and the alumni comprise non-native students.

13

Bilingual education of social sphere specialistsin Ukraine (the case of Zhytomyr Ivan FrankoState University)

75%

Sytnyakivska S.

Edukacja Międzykulturowa

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2016

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vol. 5

65-74

EN

In the article the process of the formation and development of bilingual education is analyzed. The characteristics of bilingual training of specialists in social pedagogy are outlined and the necessity to introduce specialist subjects in two languages is explained. Some peculiarities of bilingual education of future social educationalists in Zhytomyr Ivan Franko State University are also presented. It has been confirmed that bilingual education is a necessary component of a modern system of academic education and that it requires further study and development as regards the scientific and methodological aspect. Organizing the study of special subjects according to the bilingual method may become a variant of implementating bilingual education in the educational process at university.

PL

W artykule poddano analizie proces kształtowania się i rozwoju edukacji dwujęzycznej. Nakreślono charakterystyki kształcenia dwujęzycznego specjalistów w zakresie pedagogiki społecznej i pracy socjalnej, uzasadniono konieczność wprowadzenia do planu studiów przedmiotów specjalnych w dwóch językach i przedstawiono wybrane zagadnienia edukacji dwujęzycznej przyszłych pedagogów społecznych w Uniwersytecie państwowym imienia Iwana Franki w Żytomierzu. Udowodniono ponadto, że kształcenie dwujęzyczne jest niezbędnym elementem nowoczesnego systemu edukacji w uniwersytecie, który wymaga dalszych badań i opracowania z punktu widzenia naukowego i metodologicznego. Rozwiązaniem pomocnym w jego realizacji w procesie kształcenia na uczelni może być organizacja nauki dyscyplin specjalnych metodą dwujęzyczną.

14

Zagadnienia metodologiczne badań w klasach dwujęzycznych

71%

Kaczmarek A.

Neofilolog

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2010

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issue 35

33-41

PL

The research in the field of bilingual education has had some specific aims and problems. First, we remind of the quest for the relation betweenbilingualism and intelligence. Then, we refer to some studies on classroom interaction. Finally, we present some projects focussing on the integration of learning content and language.

15

The Language Education Policy Profile of the Council of Europe — the example of Austria

63%

de Cillia R.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

|

2014

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vol. special issue

7-17

EN

The following article reports on an offer of the Council of Europe to his member countries, the Language Education Policy Profile / Profil de politiques linguistiques éducatives (LEPP) and on the realisation of this procedure in Austria. LEPP is a kind of self-evaluation of a country’s language education policy, supported by extern experts nominated by the Council of Europe. In Austria, it was realised between 2006 and 2008. After a brief characteristic of the Council of Europe’s language education policy principles, the three phases of the LEPP are illustrated at the example of Austria: a National Country Report describing the current situation; an Expert’s Report, written after a visit in the country by the experts; and the final product, the Language Education Policy Profile. Finally, measures taken by Austria’s institutions after the end of the process are reported.

16

ОСНОВНІ ТЕНДЕНЦІЇ РОЗВИТКУ МОВНОЇ ОСВІТИ В УНІВЕРСИТЕТАХ США

63%

Подолянська Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 10(44)

184-193

EN

The article analyzes the main trends in the development of language education in the USA from the mid 20th to the beginning of the 21st century. It examines the influence of globalization and internationalization on the US education development, including language learning at schools, colleges and universities. These trends have contributed to reforming of bilingual and foreign language learning at the beginning of the 21st century. Nowadays learning at least one foreign language is compulsory for every US student to obtain a bachelor’s degree, regardless of his main specialization. The number of languages taught at universities has risen. There is also a significant increase in the number of university programs in foreign languages. An important trend in language education at US universities is students’ academic mobility. Students can receive a bachelor’s degree at one university and a master’s at a more prestigious one. Recently, «study abroad» university programs have been gaining popularity with students of different specialties that’s why foreign language learning is an essential element of modern higher education. In the article the author also focuses on the trend of multiculturalism in higher education, which is realized by means of implementing multicultural component to the curricula of the humanities and many other ethical and pedagogical subjects, and by means of teaching and learning foreign languages on the basis of linguo-socio-cultural method. Language education at US universities is also characterized by constant use of specialized educational technologies and means, such as special software for developing courses, and the use of computers, multimedia technology and network facilities to educate students and test their knowledge. Recent technologizing and informatization of educational process has also had a significant positive impact on the development of distant foreign language learning. The article also analyses such trends as specialty diversification and variability of language department university programs. It points out such features of modern educational process as flexibility and modularity and overviews current methods of intensive language learning. The author also considers the role of a teacher and a student in US modern higher education system and outlines promising areas for further research in the field of language learning in US universities.

17

Bilingual Education in the United Arab Emirates

63%

Rygiel J.

Językoznawstwo

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2021

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vol. 15

289-305

PL

Artykuł opisuje podejście do dwujęzyczności i sposobu jej nauczania na przykładzie emiratu Abu Dhabi w Zjednoczonych Emiratach Arabskich. Praca ta przedstawia zarówno zarys pedagogiczny, aczkolwiek głównie skupia się na kontekście społeczno kulturowym. Porusza ważny problem możliwości utraty dziedzictwa kulturowego podczas dwujęzycznego program nauczania i w jaki sposób rząd i ministerstwo edukacji chroni swój naród przed tym zagrożeniem. Kolejno omawia podstawy prawne sektora edukacyjnego w Abu Dhabi i Zjednoczonych Emiratach.

EN

This article describes the different methods used in bilingual education programs, focusing on how they have been adapted in Abu Dhabi in the United Arab Emirates (UAE). The article outlines pedagogical approaches and describes the relevant sociocultural context. It outlines actions that might result in a loss of heritage and details how the government has protected the nation from these risks. It also discusses the legal background of the educational sector in the UAE and the Emirate.

18

State of the Content and Language Integrated Learning (CLIL) implementation in vocational schools across Europe

63%

Gozdawa-Gołębiowski R., Nawrot-Lis B., Opacki M., Skoczylas K.

Edukacja Ustawiczna Dorosłych

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2019

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issue 3

169-189

EN

The following article collects information on current experience and state of the art of CLIL methodology in vocational schools across selected countries of the European Union, namely Poland, Austria, Romania, and Spain. Relevant issues, both general and country-specific, are outlined. The analysis suggests that CLIL is the natural ally of vocationally-oriented education, therefore all attempts to introduce CLIL into vocational schools’ classrooms should be valued.

PL

Artykuł prezentuje informacje na temat aktualnego stanu wiedzy o metodologii CLIL oraz poziomu jej wdrożenia w szkołach zawodowych w wybranych krajach Unii Europejskiej, a mianowicie w Polsce, Austrii, Rumunii i Hiszpanii. Przedstawiono istotne kwestie zarówno ogólne, jak i specyficzne dla danego kraju. Przedstawiona analiza sugeruje, że CLIL jest naturalnym sprzymierzeńcem edukacji zorientowanej zawodowo, dlatego wszelkie próby wprowadzenia CLIL do sal lekcyjnych szkół zawodowych powinny być trakowwane przez decydentów priorytetowo.

19

Polish in supplementary schools in Great Britain: A case study of the Polish School of Manchester

63%

Rataj M., Rocławska-Daniluk M.

Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching

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2018

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issue 15/1

157-177

EN

The aim of this paper is to present and discuss the results of a small-scale pilot study of attitudes towards Polish and English conducted at a Polish supplementary school in Manchester, England. The introductory part of the paper presents definitions of bilingualism and bilingual education as well as a variety of approaches and policies concerning bilingual education in the world. This is followed by some basic data on Polish immigrants living in the UK and Polish supplementary schools in the UK. The questionnaire used to elicit the data consists of two sets of questions: one concerns Polish and the other English. The questions and the answers elicited are discussed and compared, with the final concluding part focused on attitudes to Polish, which is the native language of the informants’ families.

PL

Celem niniejszego artykułu jest prezentacja i omówienie wyników przeprowadzonego na niewielką skalę pilotażowego badania poglądów na języki polski i angielski, które przeprowadzono w Polskiej Szkole Ojczystej w Manchesterze w Anglii. We wstępie zdefiniowano pojęcia dwujęzyczności i edukacji dwujęzycznej oraz opisano różne podejścia i rozwiązania polityczne dotyczące edukacji dwujęzycznej w świecie. Następnie przedstawiono pokrótce podstawowe dane o polskich imigrantach mieszkających w Zjednoczonym Królestwie oraz o polskojęzycznych szkołach w tym kraju. Kwestionariusz użyty do uzyskania danych zawiera dwa zestawy pytań – jeden o języku polskim i drugi o angielskim. Pytania i uzyskane odpowiedzi zostały omówione i porównane. Ostatnia część zawiera wnioski skupiające się na języku polskim, czyli ojczystym kodzie rodzin respondentów.

20

Language in CLIL settings: research overview

63%

Nawrot-Lis B.

Językoznawstwo

|

2020

|

vol. 14

223-235

EN

This article presents an overview of the literature relating to the effects of the Content and Language Integrated Learning (CLIL) approach on the process of language and content acquisition. The overview is divided into five sections and the effects of CLIL on the students’ language system is described according to four language skills (reading, writing, speaking and listening, vocabulary and grammar). It is stated that while CLIL leads to a general improvement in relation to language proficiency, there are also some observations proving that certain language areas (e.g. syntax, pragmatics) are unaffected.

PL

Artykuł zgłębia potencjał nauczania metodą CLIL i analizuje możliwe korzyści oferowane przez edukację dwujęzyczną. Prezentuje on przegląd literatury oraz gruntowną analizę badań w zakresie zastosowania metody CLIL w nauczaniu języków obcych. Literatura oceniająca programy CLIL, mimo ich ogólnego sukcesu, zwraca również uwagę na słabości uczniów w odniesieniu do sprawności produktywnych zarówno mówienia, jak i pisania oraz do kompetencji gramatycznych i socjolingwistycznych. Intencją autorki artykułu było przedstawienie dowodów świadczących o skuteczności nauczania metodą CLIL oraz zachęcenie przyszłych badaczy do dalszego zgłębiania tej tematyki.

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ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ БІЛІНГВАЛЬНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СОЦІАЛЬНОЇ ПЕДАГОГІКИ

La influencia de los modelos de enseñanza en el dominio del léxico fundamental de ELE: método intensivo frente a método extensivo

CLIL’s Role in Facilitating Intercultural Learning

A case study of Uygur-Chinese preschool bilingual education – kindergarten A in the Hotan area of the Xinjiang Uygur Autonomous Region

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

The Handinhand School: Dealing with Adversity within a Multicultural Context

O naturalnej dwujęzyczności i przekazywaniu języka dzieciom w sytuacji imigracji

Languages and cultures in contact. The place of new speakers in the education system in Upper Lusatia

Dwujęzyczność wczesnodziecięca. Studium przypadku

Dwujęzyczność wczesnodziecięca. Studium przypadku

Ukraine’s Use of the Positive Experience of the United States in Forming the Content of Bilingual Education in Secondary Schools

Analysing ESP Texts, but How?

Bilingual education of social sphere specialistsin Ukraine (the case of Zhytomyr Ivan FrankoState University)

Zagadnienia metodologiczne badań w klasach dwujęzycznych

The Language Education Policy Profile of the Council of Europe — the example of Austria

ОСНОВНІ ТЕНДЕНЦІЇ РОЗВИТКУ МОВНОЇ ОСВІТИ В УНІВЕРСИТЕТАХ США

Bilingual Education in the United Arab Emirates

State of the Content and Language Integrated Learning (CLIL) implementation in vocational schools across Europe

Polish in supplementary schools in Great Britain: A case study of the Polish School of Manchester

Language in CLIL settings: research overview