www.pc.ut.ee

Tartu University Pärnu College

Developing content-specific competences

through integrated language learning

Reet Soosaar

Tartu University Pärnu College

15 March 2012

www.pc.ut.ee

Why? How?

www.pc.ut.ee

• Reconsidering teaching practices• Integrated content and language

learning• Project-based language learning

Reconsidering teaching practices

• Teacher-controlled versus student-led learning

• Traditional foreign language learning versus communicative approach

„The centrality of student experience and the

importance of encouraging active student learning rather than a passive reception of knowledge“ (Cummins, 2005).

www.pc.ut.ee

Integrated content and language learning

4 Cs FRAMEWORK(Coyle, Hood, March)

CONTENT COMMUNICATION COGNITION

CULTURE

Content and language integrated learning

progression in knowledge, skills and understanding of the content;

engagement in associated cognitive processing;

interaction in the communicative context;

development of appropriate language knowledge and skills;

the acquisition of intercultural awareness, which is in turn brought about by the positioning of self and „otherness“. (Coyle, Hood, Marsh)

www.pc.ut.ee

Project-based learning

PBL is a methodological approach based on contextualized cooperative learning whose implementation fosters the development of learner’s cognitive, social, and communicative skills through their engagement in the execution of authentic tasks (Willis and Willis, 2007).

• promoting cooperative learning;• learning process interactive;• language learning involves all skills - reading,

writing,speaking, listening, and interaction;• focus on content and output;• developing interpersonal skills.

www.pc.ut.ee

Recycling of integrated skillswrite

to speak

write to read

listen to

speak

read to speak

listen to

write

www.pc.ut.ee

https://projects.zoho.com

TÜ Pärnu kolledž, www.pc.ut.ee

TÜ Pärnu kolledž, www.pc.ut.ee

• putting theory into practice;• acquiring content

knowledge;• using specific vocabulary;• developing content-based

competences;• collaborating and working

towards the goal;• understanding the

importance of teamwork.

www.pc.ut.ee

Outcomes

Surveys

• using project work for learning the content of project-management and marketing/advertising served its purpose;

• the whole process valuable; • creativity, innovative ideas;• material for content introduction sufficient for

completion of tasks;• assessment of teamwork;• monitoring and feedback;• meeting task deadlines.

www.pc.ut.ee

Sources

Coyle, D., Hood, P., Marsh, D.(2010). CLIL Content and Language Integrated Learning. Cambridge University Press.

Dooly, M., Masats, D. (2011). Closing the loop between theory and praxis: new models in EFL teaching. ELT Journal Volume 65/1 January 2011. Oxford University Press.

Gu, P.(2011). Challenges to Project-based Computer-assisted Language Learning for Professional Communication in China. IEEE Transactions on Professional Communication,Vol.54, No.3, September, 2011.

www.pc.ut.ee

Thank you!

Questions?

reet.soosaar@ut.ee

www.pc.ut.ee