OrysWyna DroźTział-SzelesW
UniwerVXWeW im. ATama MickiewicYaH PoYnań
Liliana Szczuka-Dorna
PoliWecUnika PoYnańVkaH PoYnań
STUMNNTS’ PNRCNPTIONS OF CONTNNT ANM LANGUAGN
INTNGRATNM LNARNING AT SNLNCTNM TNCHNICAL
UNIVNRSITINS IN POLANM
SWuTenWV’ percepWionV of ConWenW anT Language InWegraWeT LearningaW VelecWeT WecUnical univerViWieV in PolanT
TUe preVenW arWicle iV an aWWeÜpW Wo preVenW WUe ViWuaWion in WUe area of ConWenW anT Language InWegraWeT Learning aW VoÜe WecUnical univerVi-WieV in PolanT. IW VWarWV wiWU a brief ouWline of CLIL ÜeWUoTologX aV well aV iWV VWaWuV in WUe conWexW of PoliVU WerWiarX eTucaWionH anT WUen ÜoveV on Wo a TiVcuVVion of WUe reVulWV of WUe VWuTX conTucWeT aÜong PoliVU anT inWernaWional VWuTenWV aWWenTing NngliVU-ÜeTiuÜ courVeV in WUeir VpecialiVW areaVH VucU aVH for inVWanceH engineering. TUe courVeV involve learning of newH TifficulW concepWV aV well aV VpecialiYeT vocab-ularX. TUe VWuTX Wook place in WUree univerViWieV wUicU Uave been of-fering conWenW inVWrucWion in NngliVU for a nuÜber of XearV. IWV aiÜ waV Wo inveVWigaWe probleÜV anT TifficulWieV WUaW VWuTenWV coÜe acroVV Tur-ing WUe courVe of WUeir VWuTieV in a foreign languageH aV well aV WUeir expecWaWionV concerning VucU a ÜoTe of eTucaWion.
OeX worTVJ baVic VkillVH VWuTenWVG neeTVH conWenW-baVeT inVWrucWionH
Vpe-cialiVW knowleTgeH CLIL (ConWenW anT Language InWegraWeT Learning)H coÜÜunicaWive WeacUingH language iÜÜerVionH profeVVional coÜpeWence
Słowa klucYoweJ poTVWawowe uÜiejęWnościH poWrYebX VWuTenWówH
na-ucYanie prYeTÜioWowe (poprYeY Wreści)H wieTYa VpecjaliVWXcYnaH CLIL (YinWegrowane naucYanie jęYXkowo-prYeTÜioWowe)H naucYanie koÜu-nikacXjneH „YanurYenie” w jęYXkuH koÜpeWencja YawoTowa
1. InWroTucWion
TUe 21VW cenWurX UaV brougUW abouW VignificanW cUangeV in ÜanX areaV of lifeH uncovering aW WUe VaÜe WiÜe WUe weakneVVeV anT inaTequacieV of WraTiWionallX conceiveT eTucaWion. IW UaV been realiYeT WUaW living anT funcWioning in WUe UigUlX coÜpeWiWive conWeÜporarX global ÜarkeW requireV TifferenW WXpeV of knowleTge anT VkillVH anT WUuVH if we wanW Wo Wake full aTvanWage of parWicipaW-ing in TifferenW areaV of lifeH WUe goalV of eTucaWion neeT Wo be reforÜulaWeT. TUe keX concepW of WUe newH eÜerging ÜoTel of eTucaWion are WUe Vo-calleT “baVic VkillV”H one of wUicUH alongViTe inforÜaWion WecUnologXH iV NngliVU.
AV iW iVH in ÜanX inVWanceVH NngliVU iV no longer “a foreign language” buW raWUer UaV acquireT WUe VWaWuV of a lingua francaH becoÜing an iÜporWanW ÜeanV of coÜÜunicaWion wiWUin ÜanX counWrieV in Nurope anT inWernaWion-allX. PiWU eTucaWion in Nurope becoÜing globaliVeT aV a reVulW of WUe Łolo-gna ProceVVH wUoVe goal waV Wo VWanTarTiYe UigUer eTucaWion WUrougU a vari-eWX of inWernaWional excUange prograÜÜeV for VWuTenWV anT WeacUerVH Üore anT Üore people Uave WUe opporWuniWX Wo Wake aTvanWage of VWuTXing anTIor working abroaT. HenceH ÜanX univerViWieV anT oWUer inVWiWuWionV of UigUer eTucaWion in non-NngliVU Vpeaking counWrieVH Waking inWo conViTeraWion WUe neeTV of inWernaWional VWuTenWVH offer courVeV TelivereT in NngliVUH aV WeacU-ing vernacular languageV Wo WUoVe VWuTenWV woulT be WiÜe conVuÜWeacU-ingH coVWlXH anT TefiniWelX leVV effecWiveH eVpeciallX in WUe caVe of VucU TifficulW languageV aVH for inVWanceH PoliVUH CYecUH or TurkiVU. ŁeViTeVH in WoTaX’V worlTH if an in-VWiWuWion of UigUer eTucaWion wanWV Wo be recogniYeT inWernaWionallX anT aWWracW VWuTenWV anT WeacUing VWaffIreVearcUerV froÜ oWUer counWrieVH offer-ing inVWrucWion in NngliVUH WUe ÜoTern loffer-ingua francaH VeeÜV Wo be WUe ÜoVW reaVonable VoluWion. AV GraTTol explainVH iW iV in VucU a conWexW WUaWH over WUe XearVH NngliVU UaV becoÜe a coÜÜon working languageH a ÜeanV of inVWruc-Wion in nuÜerouV NngliVU-ÜeTiuÜ prograÜÜeV in ÜoVW Nuropean counWrieVJ “AV NngliVU becoÜeV a baVic VkillH Vo VucceVV in oWUer areaV of WUe curriculuÜ becoÜeV TepenTenW on VucceVV in NngliVU. In effecWH failure Wo ÜaVWer NngliVU aV a baVic Vkill ÜeanV failure in oWUer TiVciplineV” (2006J 120).
In recenW XearVH WUe NLT profeVVion UaV wiWneVVeT a VignificanW cUange in WUe neeTV of VWuTenWV wUicU Uave VUifWeT froÜ General NngliVU Wo Üore Vpecif-ic VubjecW areaV relaWeT Wo WUe courVe of WUeir VWuTieV. AccorTinglXH nuÜerouV UigUer eTucaWion inVWiWuWionV acroVV NuropeH in aTTiWion Wo regular language courVeVH Uave VWarWeT Teveloping conWenW-baVeT inVWrucWion in WUe conWexW of wUicU a foreign language anT conWenW are learneT ViÜulWaneouVlX. In oWUer worTVH an aTTiWional languageH oWUer WUan WUe naWive language of WUe VWuTenWVH iV uVeT Wo acquire VpecialiVW knowleTge. SucU a VoluWion waV a welcoÜe
oppor-WuniWX for local VWuTenWVH wUo coulT Wake aTvanWage of conWexW baVeT inVWruc-Wion anT Tevelop a beWWer coÜÜanT of a language in relainVWruc-Wion Wo WUeir fuWure job requireÜenWV. IW iV in WUiV conWexW WUaW ConWenW anT Language InWegraWeT
Learning (CLIL) UaV eÜergeT aV a VignificanW WrenT in Nuropean eTucaWion.
TUe preVenW arWicle iV an aWWeÜpW Wo preVenW WUe ViWuaWion in WUe area of
ConWenW anT Language InWegraWeT Learning aW VoÜe WecUnical univerViWieV in
PolanT. IW VWarWV wiWU a brief ouWline of CLIL ÜeWUoTologX aV well aV iWV VWaWuV in WUe conWexW of PoliVU WerWiarX eTucaWionH anT WUen ÜoveV on Wo a TiVcuV-Vion of WUe reVulWV of WUe VWuTX conTucWeT aÜong PoliVU VWuTenWV aWWenTing NngliVU-ÜeTiuÜ courVeV in WUeir VpecialiVW areaVH VucU aVH for inVWanceH engi-neering. TUe courVeV involve WUe learning of newH TifficulW concepWV aV well aV VpecialiYeT vocabularX. TUe VWuTX Wook place in WUree univerViWieV wUicU Uave been offering conWenW inVWrucWion in NngliVU for a nuÜber of XearV. IWV aiÜ waV Wo inveVWigaWe probleÜV anT TifficulWieV WUaW VWuTenWV coÜe acroVV Tur-ing WUe courVe of WUeir VWuTieV in a foreign languageH aV well aV WUeir expecWa-WionV concerning VucU a ÜoTe of eTucaWion.
IW UaV Wo be explaineT aW WUiV poinW WUaW WUe VWuTX WUiV arWicle reporWV on iV onlX a parW of a larger Nuropean reVearcU projecW conTucWeT in GerÜanX (LeibniWY UniverViWX Hannover)H WUe NeWUerlanTV (NraVÜuV UniverViWX RoWWer-TaÜ) anT PolanT in 2011-2012. IWV preliÜinarX reVulWV (WUe TaWa concerning CLIL aW univerViWieV in Hannover anT RoWWerTaÜ) were preVenWeT aW a confer-ence on InWegraWing ConWenW anT Language on HigUer NTucaWion in MaaV-WricUWH April 2013.
2. ConWenW anT Language InWegraWeT Learning (CLIL) – Some WUeoreWical
conViTeraWionV
ConWenW anT Language InWegraWeT InVWrucWion iV a peTagogical propoVal WUaW
UaV becoÜe verX popular in recenW XearV. AV CoXleH HooT anT MarVU (2010J 3) wriWeH WUe WerÜ CLIL “waV aTopWeT in 1994 (…) wiWUin WUe Nuropean con-WexW Wo TeVcribe anT furWUer TeVign gooT pracWice aV acUieveT in TifferenW WXpeV of VcUool environÜenW wUere WeacUing anT learning Wake place in an aTTiWional language”. TUeX Tefine iW aV “a Tual-focuVeT eTucaWional approacU in wUicU an aTTiWional language iV uVeT for WUe learning of boWU conWenW anT language” (ibiT.J 1); WUe Wwo are inWerwovenH buW neiWUer iV eÜpUaViYeT over WUe oWUer. ObviouVlXH CoXleH HooT anT MarVU To noW perceive CLIL aV a new forÜ of language eTucaWionH or a new forÜ of VubjecW WeacUing. TUeX refer Wo iW aV “an innovaWive fuVion of boWU”H “a conWenW-Triven approacU Wo WeacUing in wUicU WUe non-language VubjecW iV WaugUW wiWU anT WUrougU a foreign
lan-guage” (ibiT.). TUeX alVo poinW ouW WUaW CLIL iV cloVelX relaWeT Wo oWUer exiVW-ing conWenW-cenWereT eTucaWional propoValV VucU aVH for inVWanceH ŁilexiVW-ingual NTucaWionH SUelWereT ConWenW InVWrucWionH Language acroVV WUe CurriculuÜH IÜÜerVion NTucaWionH anT Language for Specific PurpoVeV (cf. alVo LarVen-ŃreeÜanH 2000J 137-142; RicUarTV anT RoTgerVH 2001J 205).
TUe verX iTea of eTucaWion in a language WUaW iV noW WUe learner’V na-Wive language UaV a verX long WraTiWionH going back Wo ancienW WiÜeV. In an-cienW RoÜeH for inVWanceH eTucaWing cUilTren in anoWUer language (Greek) waV conViTereT aV a ÜeanV of proviTing WUeÜ wiWU acceVV Wo Vocial anT pro-feVVional opporWuniWieV in WUeir fuWure liveV. In Üore recenW WiÜeVH ŃrencU iÜÜerVion prograÜÜeV in CanaTa Uave generaWeT a loW of inWereVW aÜong VeconT language acquiViWion reVearcUerV anT language WeacUerV alike. IW UaV Wo be VWreVVeTH UoweverH WUaW learning conWenW in an aTTiWional language UaV never been available Wo VucU a broaT range of learnerV aV nowaTaXV (cf. CoXleH HooT anT MarVUH 2010).
In NuropeH WUe iTea of proviTing inVWrucWion in VcUoolV WUrougU WUe ÜeTiuÜ of Üore WUan one language UaV been popular froÜ WUe verX begin-ning of WUe Nuropean Union. To give juVW a few exaÜpleVH in 1976 WUe Nuro-pean Council “liVWeT language-learning objecWiveV anT argueT for WUe proÜo-Wion of language WeacUing ouWViTe WUe WraTiproÜo-Wional VcUool VXVWeÜ”; in 1984 WUe Nuropean inVWiWuWionV recogniYeT a neeT “Wo give greaWer iÜpeWuV Wo WUe WeacUing of foreign languageV”H wUicU evenWuallX leT Wo WUe TevelopÜenW of CLIL aV “a Üajor eTucaWional iniWiaWive”H anT finallX reVulWeT in WUe 2005 Nuro-pean Council recoÜÜenTaWion “WUaW CLIL VUoulT be aTopWeT WUrougU enWire Nurope” (CoXleH HooT anT MarVUH 2010J 8).
CLIL iV a propoVal rooWeT in coÜÜunicaWive ÜeWUoTologX; Üore Vpecif-icallXH iW iV one of WUe ÜanifeVWaWionV of conWenW baVeT inVWrucWion (CŁI) wUoVe baVic principleV can be VuÜÜariYeT aV followVJ
1. “People learn a VeconT language Üore VucceVVfullX wUen WUeX uVe WUe lan-guage aV a ÜeanV of acquiring inforÜaWionH raWUer WUan an enT in iWVelf”. 2. “ConWenW-ŁaVeT inVWrucWion beWWer reflecWV learnerV’ neeTV for
learn-ing a VeconT language” (RicUarTV anT RoTgerVH 2001J 207).
TUuVH iW can be aVVuÜeT WUaWH on WUe one UanTH CŁIH anT Uence CLILH leaTV Wo Üore effecWive learningH anTH on WUe oWUerH conWenW-baVeT prograÜÜeV beW-Wer prepare language VWuTenWV for acaTeÜic VWuTieVH anT aV VucU WUeX VUoulT becoÜe a cenWral prioriWX in UigUer eTucaWion.
Savignon (2004H in CoXleH HooT anT MarVUH 2010J 32-33) UigUligUWV XeW anoWUer VeW of principleV Teriving froÜ coÜÜunicaWive ÜeWUoTologX wUicUH in Uer opinionH are relevanW Wo CLILH Vince “language learning iV concepWual-iYeT wiWUin auWUenWic conWexWV for uVe”J
· “Language iV a Wool for coÜÜunicaWion.
· MiverViWX iV recogniYeT anT accepWeT aV a parW of language TevelopÜenW. · Learner coÜpeWence iV relaWive in WerÜV of genreH VWXle anT correcWneVV. · MulWiple varieWieV of language are recogniYeT.
· CulWure iV inVWruÜenWal.
· TUere iV no Vingle ÜeWUoTologX for language learning anT WeacUingH or a VeW of preVcribeT WecUniqueV.
· TUe goal iV language uVing aV well aV language learning”.
Savignon’V viewV are VUareT bX MeUiVWoH MarVU anT ŃrigolV (2012J 29)H wUo Vingle ouW VucU feaWureV of CLIL aV mulWiple focuVH Vafe anT enricUing
learn-ing environmenWH auWUenWiciWXH acWive learnlearn-ingH VcaffolTlearn-ingH anT cooperaWion.
ReVearcUerV eÜpUaViYe WUe following benefiWV of inVWrucWion focuVing on conWenW in coÜpariVon wiWU Üore WraTiWional language inVWrucWionJ
· WUeÜaWicallX organiYeT ÜaWerialVH WXpical of conWenW-baVeT claVV-rooÜVH are eaVier Wo reÜeÜber anT learn;
· WUe preVenWaWion of coUerenW anT Üeaningful inforÜaWionH cUaracWer-iVWic of well-organiYeT conWenW-baVeT curriculaH leaTV Wo Teeper pro-ceVVing anT beWWer learning;
· WUere iV a relaWionVUip beWween VWuTenW ÜoWivaWion anT VWuTenW in-WereVW – coÜÜon ouWcoÜeV of conWenW-baVeT claVVeV – anT a VWu-TenW’V abiliWX Wo proceVV cUallenging ÜaWerialVH recall inforÜaWionH anT elaboraWe (afWer SWollerH 1997J3);
· in conWenW-baVeT language WeacUingH WUe claiÜ in a VenVe iV WUaW VWu-TenWV geW “Wwo for one” – boWU conWenW knowleTge anT increaVeT language proficiencX (afWer LarVen-ŃreeÜanH 2000J 142).
In WUiV conWexW iW VeeÜV relevanW Wo noWe WUaWH aV LarVen-ŃreeÜan (2000J 140-142) reÜinTV uVH language inVWrucWion involving boWU Vpecific conWenW anT relaWeT language VkillV can be conViTereT a forÜ of language iÜÜerVionH Vince iW creaWeV opporWuniWieV for language learning WUrougU probleÜ VolvingH cooperaWive learningH collaboraWionH anT negoWiaWion of ÜeaningH i.e. proceVVeV cenWral Wo VeconT language acquiViWion. ŃurWUerÜoreH wUen language becoÜeV WUe ÜeTiuÜ for conveXing inforÜaWional conWenW of inWereVW anT relevance Wo WUe learnerH iW WakeV on iWV appropriaWe role aV a veUicle for accoÜpliVUing a VeW of conWenW goalV.
AlWUougUH aV UaV been poinWeT ouWH WUere iV no Vingle ÜeWUoTologX for WeacUing anT learning aV far aV CLIL iV concerneTH iW iV uVuallX WUe 4CV ŃraÜe-work WUaW iV aTvocaWeT aW WUe WerWiarX (UigUer eTucaWion) level. TUe fraÜe-work iV believeT Wo inWegraWe “four conWexWualiYeT builTing blockV” VucU aVJ
· CoÜÜunicaWion (language learning anT uVing)H · CogniWion (learning anT WUinking proceVVeV)H anT
· CulWure (Teveloping inWerculWural unTerVWanTing anT global ciWiYen-VUip) (CoXleH HooT anT MarVUH 2010J 41).
TUe four coÜponenWVH UoweverH neeT Wo be carefullX balanceTH aV oWUerwiVe probleÜV ÜaX appear. One of VucU Üajor probleÜV wiWU CLILH eVpeciallX in WecUnical univerViWieV wUicU require coÜplex VpecialiVW knowleTgeH iV briTging WUe gap beWween WUe learnerV’ poor linguiVWic knowleTge in WUe foreign lan-guage anT WUe ÜucU UigUer TeÜanTV of WUe VubjecW (cf. GierlingerH 2012J 13). TUiV priÜarilX concernV low-level learnerVH buW WUe probleÜV wiWU conWenW anT cogniWion appear aW oWUer levelV aV well. TUereforeH in CLIL prograÜÜeVH juVW aV in anX oWUer prograÜÜeVH WUe learnerV neeT Wo be WaugUW Uow Wo becoÜeJ
· “efficienW reaTerV;
· efficienW TicWionarX uVerV (real anT web-baVeT); · efficienW noWeWakerV;
· efficienW coÜÜunicaWorV (wiWU inWeracWion anT negoWiaWion VkillV); · efficienW reVearcUerV anT TaWa gaWUererV;
· efficienW preVenWerV in WUe WargeW language” (ibiT.).
IW goeV wiWUouW VaXing WUaW WUe effecWiveneVV of learning will obviouVlX TepenT on WUe WeacUing VWaff – WUeir profeVVional coÜpeWence in WUe area of WUe VubjecW ÜaWWer being WaugUW aV well aV WUeir WeacUing VkillVH noW Wo Üen-Wion WUeir knowleTge of WUe veUicular (WargeW) language. ŁecauVe of WUeir Vpecific VubjecW objecWiveVH conWenW courVeV are ofWen WaugUW bX VubjecW Vpe-cialiVWV anT iW iV a well-known facW WUaW in VoÜe counWrieVH UigUer eTucaWion WeacUing VWaff ÜeÜberV To noW Uave VufficienW Wraining in eTucaWional ÜeWU-oTologieV. In VucU caVeV UigUer eTucaWion iV perceiveT in a raWUer WraTiWional waXH anT WeacUerVIlecWurerV focuV largelX on “iÜparWing inforÜaWion” Wo VWu-TenWV (a WranVÜiVVion ÜoTe) raWUer WUan uVing an inWeracWional ÜoTe. AW WUe VaÜe WiÜeH UoweverH WUe WeacUing VWaff ÜaX feel uncoÜforWable or even eÜ-barraVVeT Telivering a lecWure in a language WUaW iV noW WUeir naWive language. CranTall coÜÜenWVJ “IW iV noW VurpriVingH WUaW boWU language anT conWenW area WeacUerV ÜaX be frigUWeneT aW WUe proVpecW of inWegraWing language anT conWenW inVWrucWionH Vince WUere iV liÜiWeT aWWenWion Wo language neeTV in WUe preparaWion of conWenW WeacUingH anT liÜiWeT aWWenWion Wo eiWUer WUe Vpecific TiVcourVe of acaTeÜic TiVciplineV or Wo WUe pracWical concernV of neeTV anal-XViVH WexW aTapWaWionH curriculuÜ TevelopÜenWH or collaboraWive WeacUing in ÜoVW language WeacUer eTucaWion prograÜÜeV” (1998J 2).
TUere iV XeW anoWUer relevanW aVpecW concerning VubjecW VpecialiVWV wUicU WUeX ofWen VeeÜ Wo be unaware ofJ in orTer Wo Üake WUe conWenW
coÜ-preUenVible Wo VWuTenWVH WeacUerV neeT Wo inWroTuce VoÜe kinTV of aTjuVW-ÜenWV anT ViÜplificaWionV ViÜilar Wo WUoVe WUaW naWive VpeakerV Üake in coÜÜunicaWing wiWU non-naWive VpeakerV. In WUe fielT of VeconT language acquiViWionH WUe TiVcourVe WUaW reVulWV froÜ VucU ÜoTificaWionV iV referreT Wo aV “foreigner Walk”. RicUarTV anT RoTgerV VuggeVW WUaW WeacUerV anT lecWurerV operaWing wiWUin WUe fraÜework of conWenW focuVeT inVWrucWion “conVciouVlX anT unconVciouVlX Üake VucU “foreigner Walk” ÜoTificaWionV in WUe language WUeX uVe in WeacUingH in orTer Wo Üake WUe conWenW WUeX are focuVing on Üore coÜpreUenVible Wo WUeir VWuTenWV” (RicUarTV anT RoTgerVH 2001J 209).
JuVW for WUe reaVonV ÜenWioneT aboveH noW Wo ÜenWion a nuÜber of oWUerVH CLIL aV a WeacUing propoVal ÜaX be TifficulW Wo iÜpleÜenW unleVV WUe VubjecW WeacUerV Uave a gooT coÜÜanT of WUe veUicularIWargeW language. IW iV eÜpUaViYeT WUaW in orTer Wo be effecWiveH CLIL requireV cloVe cooperaWion beWween VubjecW VpecialiVWV anT language VpecialiVWVH of a kinT wUicU iV ofWen inVWiWuWionallX TifficulW Wo acUieveH uVuallX becauVe of WUe unwillingneVV of WUe forÜer Wo acknowleTge language VpecialiVWV’ knowleTge of WUe VubjecW anT oWUer VkillV. AV GraTTol aVVerWVH “Above allH iW requireV paWience anT WUe WiÜe Wo allow WeacUerV Wo gain experience anT bring abouW WUe neceVVarX culWural cUange wiWUin inVWiWuWionV” (2006J 120).
AV far aV VWuTenWV are concerneTH in ÜanX counWrieV WUeX are expecWeT Wo parWicipaWe in NngliVU-ÜeTiuÜ claVVrooÜV for aW leaVW VoÜe of WUeir aca-TeÜic or profeVVional careerV. Ńor inVWanceH WUeX ÜaX enroll on courVeV or enWire acaTeÜic prograÜÜeV wUicU are WaugUW WUrougU NngliVU. In VucU a caVeH WUeX are expecWeT Wo funcWion in a veUicular languageH anTH wUaW iV ÜoreH aVVeVVÜenW of WUeir NngliVUIlanguage proficiencX iV ÜaTe parWlX WUrougU VubjecW aVVeVVÜenW. ŃurWUerÜoreH WUe acWiviWieV of WUe claVVIlecWure are Vpecific Wo WUe VubjecW ÜaWWer being WaugUWH anT are planneT in VucU a waX Vo aV Wo VWiÜulaWe VWuTenWV Wo WUink anT learn WUrougU WUe uVe of WUe WargeW language. SucU an approacU lenTV iWVelf quiWe naWurallX Wo WUe inWe-graWeT WeacUing of WUe four WraTiWional language VkillV.
SuÜÜing upH a CLIL approacU offerV unqueVWionable aTvanWageV wUicU incluTeJ
– enabling learnerV Wo acceVV VubjecW-Vpecific veUicular language Wer-ÜinologX;
– preparing WUeÜ for fuWure VWuTieV anTIor working life;
– aTvancing learnerV’ cogniWive TevelopÜenW (abiliWX Wo WUink in Tiffer-enW languageV can Uave a poViWive effecW on conWTiffer-enW learning). HenceH CLIL noW onlX proÜoWeV WUe TevelopÜenW of global language coÜpe-WenceH buW alVo VerveV Wo VWiÜulaWe cogniWive flexibiliWX aV iW exerWV an iÜpacW on WUe proceVV of concepWualiYaWion (i.e. WUe waX we WUink) enricUing WUe unTerVWanTing of concepWVH enabling beWWer aVVociaWion of concepWVH Uelping
WUe learner aTvance WowarTV a Üore VopUiVWicaWeT level of learning in gen-eral (cf. CoXleH HooT anT MarVUH 2010J 9-13).
3. ConWenW anT Language InWegraWeT InVWrucWion in PolanT
PiWU PolanT joining WUe Nuropean UnionH new objecWiveV for language WeacU-ing anT learnWeacU-ing UaT Wo be forÜulaWeTH WakWeacU-ing inWo conViTeraWion WUe proceVV of inWernaWionaliYaWion of eTucaWion on WUe one UanTH anT a VUifW in WUe VWu-TenWV’ neeTV on WUe oWUer.
AV far aV WUe proceVV of inWernaWionaliYaWion of UigUer eTucaWion in Po-lanT iV concerneTH iW iV priÜarilX noWiceable in WUe increaVing nuÜber of VcUoolV offering NngliVU language inVWrucWion anT inVWrucWion WUrougU WUe ÜeTiuÜ of NngliVU (CLIL). TUiV iV connecWeT wiWU WUe facW WUaWH nowaTaXVH PoliVU ciWiYenVH VWuTenWV anT univerViWX graTuaWeVH aV well aV WeacUing VWaffH are faceT wiWU new opporWuniWieV; WUeX can parWicipaWe in nuÜerouV inWerna-Wional excUange prograÜÜeV anT work in TifferenW Nuropean counWrieV. MoreoverH becauVe of WUe proceVV of econoÜic globaliYaWionH foreign lan-guage VkillV (i.e. “baVic VkillV”) Uave becoÜe inTiVpenVable wiWUin WUe coun-WrXH for inVWance Wo be able Wo work effecWivelX in inWer-I ÜulWinaWional enWer-priVeV. TUere iV XeW anoWUer aVpecW of inWernaWionaliYaWionH naÜelX inWerna-Wional VWuTenWV anT VcUolarV coÜing Wo PoliVU UigUer eTucaWion inVWiWuWionV aV a reVulW of WUe Łologna ProceVV.
IW VeeÜVH UoweverH WUaW a loW of opporWuniWieV are ÜiVVeT Tue Wo VucU facWorV aV language probleÜVH aV VWuTenWVH leVV ofWen WUe WeacUing VWaffH To noW feel confiTenW enougU Wo VWuTX orIanT work in a foreign language. Like-wiVeH foreign VWuTenWV are TiVcourageT froÜ coÜing Wo PolanT becauVe of WUe liÜiWeT nuÜber of VWuTX courVeV proviTeT in foreign languageVH eVpecial-lX NngliVUH aV well aV language TifficulWieV (cf. ŁucYakH 2011).
IW iV ofWen eÜpUaViYeT WUaW PoliVU VWuTenWV enrolling aW inVWiWuWionV of UigUer eTucaWion “are noW onlX unaware of WUeir language neeTVH buW verX ofWen To noW Uave a viVion of wUaW WUeX woulT like Wo To in WUeir fuWure jobVH wUere WUeX Vee WUeÜVelveV in 5 or 10 XearV’ WiÜe anT wUaW opporWuniWieV VWuTXing aW a univerViWX in WUe Nuropean ÜeÜber VWaWe openV for WUeÜ”. TUuVH WUere VeeÜV Wo be a neeT “Wo arouVe in VWuTenWV WUe inWereVW in learning foreign languageVH Wo Üake WUeÜ aware of WUe opporWuniWieV for Teveloping language VkillV aW anT ouWViTe VcUoolH for ÜobiliWX anT career planning” (ŁucYakH 2011J 63).
MoVW UigUer eTucaWion inVWiWuWionV nowaTaXV offer NSP courVeVH claiÜ-ing Wo Wake inWo conViTeraWion WUe VWuTenWV’ neeTV froÜ WUe verX beginnclaiÜ-ing. SucU courVeV uVuallX involve noW onlX languageH buW alVo conWenW relaWeT Wo
WUe VWuTenWV’ area of VWuTXH wUicU iV viWal froÜ WUe poinW of view of WUe VWu-TenWV’ fuWure eÜploXÜenW. IW iV noW uncoÜÜon Wo finT UigUer eTucaWion inVWiWuWionV wUere WUe VWuTenWV can enroll on courVeV or enWire acaTeÜic prograÜÜeV WaugUW in NngliVU.
Offering NngliVU-ÜeTiuÜ inVWrucWion (CLIL) alreaTX UaV VoÜe WraTiWion in PolanT; VucU prograÜÜeV Uave been offereT aW WUe ŁóTź TecUnical UniverViWX aV well aV WUe MeTical UniverViWX in PoYnańH anT Üore anT Üore inVWiWuWionV of UigUer eTucaWion are following in WUeir fooWVWepVH inWroTucing claVVeV anT lec-WureV in NngliVU. ConWenW-focuVeT inVWrucWion in an aTTiWional languageH uVuallX NngliVUH can Wake TifferenW forÜV aW TifferenW levelV of UigUer eTucaWion. IW iV crucialH UoweverH WUaW a veUicular language iV uVeT aV a ÜeanV of inVWrucWion for all VWuTenWVH PoliVU anT inWernaWionalH anT WUaW VWuTenWV anT WUeir WeacUerV uVe NngliVU on an everXTaX baViV boWU aW VcUool anT Turing workVUopV anT conferenceV. ObviouVlXH VucU a ViWuaWion creaWeV variouV probleÜV for PoliVU anT inWernaWional VWuTenWV alikeH wUicU iV unavoiTableH aV NngliVU iV WUeir aTTi-Wional language. In WUe worTV of GraTTolJ “WUe learner iV noW neceVVarilX ex-pecWeT Wo Uave WUe NngliVU proficiencX requireT Wo cope wiWU WUe VubjecW be-fore beginning VWuTX. HenceH iW iV a ÜeanV of WeacUing curriculuÜ VubjecWV WUrougU WUe ÜeTiuÜ of a language VWill being learneTH proviTing WUe neceVVarX language VupporW along WUe VubjecW VpecialiVÜ” (2006J 86).
In WUe following parW of WUe arWicle WUe reVulWV of WUe VWuTX focuVing on WUe VWuTenWV’ probleÜV anT expecWaWionV wiWU reference Wo WUeir NngliVU-ÜeTiuÜ VWuTieV iV preVenWeT.
4. TUe VWuTX
AV iW waV explaineT earlierH WUe VWuTX TeVcribeT in WUiV VecWion iV a parW of a larger projecW inveVWigaWing CLIL; iW waV conTucWeT in PolanTH aÜong PoliVU anT inWernaWional VWuTenWV aWWenTing NngliVU-ÜeTiuÜ courVeV in WUeir Vpe-cialiVW areaV. IWV aiÜ waV Wo inveVWigaWe probleÜV anT TifficulWieV WUaW VWu-TenWV coÜe acroVV Turing WUe courVe of WUeir VWuTieV in a foreign languageH aV well aV WUeir expecWaWionV concerning VucU a ÜoTe of eTucaWion. In parWic-ularH WUe aiÜ waV Wo proviTe anVwerV Wo WUe following queVWionVJ
1) PUaW language probleÜV To VWuTenWV wUo VWuTX in a foreign lan-guage Uave?
2) PUicU VkillV prove Wo be ÜoVW probleÜaWic in WUe proceVV of VWuTXing in a foreign language?
4.1. SubjecWV anT inVWrumenWV of TaWa collecWion
TUe VubjecWV of WUe VWuTX were VWuTenWV froÜ WUree WecUnical univerViWieV in PolanTH naÜelX ŁóTźH PoYnań anT Procław; iW involveT 112 VWuTenWV froÜ ŁóTźH 161 VWuTenWV froÜ PoYnań anT 48 VWuTenWV froÜ ProcławH alWogeWUer 321 VubjecWV. OuW of WUiV nuÜberH 171 VWuTenWV were enrolleT on Ł.Sc. courV-eV (ŁóTź – 100H PoYnań – 49H anT Procław – 22) wUile WUe reÜaining 135 aWWenTeT M.Sc. courVeV (ŁóTź – 12H PoYnań – 97 anT Procław – 26). TUe vaVW ÜajoriWX of WUe VWuTenWV (80%) were of PoliVU naWionaliWX. TUe TaWa concern-ing ageH eTucaWionH genTer anT naWionaliWX are preVenWeT in WUe Wable below.
GNNMNR Number PercenW
Male 154 49%
Female 163 51%
TOTAL 317* 100Ę
AGN Number PercenW
18-22 127 40%
23-26 183 58%
27-30 7 2%
TOTAL 317* 100Ę
NMUCATION Number PercenW
ŁA 171 56%
MA 135 44%
PUM 0 0%
TOTAL 306* 100Ę
NATIONALITQ Number PercenW
PoliVU 256 80%
OWUer naWionaliWX 65 20%
TOTAL 321 100Ę
Table 1J SubjecWV of WUe VWuTX (own Vource)
* WUe TifferenceV in WUe TOTAL given reVulW froÜ WUe facW WUaW WUe reVponTenWV faileT Wo pro-viTe inforÜaWion abouW WUeir genTerH age anT eTucaWion.
TUe TaWaH obWaineT bX ÜeanV of a queVWionnaireH were collecWeT Tur-ing WUe acaTeÜic Xear 2011I12 in WUree WecUnical univerViWieV wUere courVeV were TelivereT in NngliVU. TUe queVWionnaire waV aTÜiniVWereT Wo WUe VWu-TenWV Turing WUeir claVVeV Wo enVure WUaW all WUe copieV were reWurneT proÜpWlX. TUere waV alVo a poVVibiliWX Wo fill in WUe queVWionnaire on-line for a liÜiWeT WiÜe uVing a paVVworT creaWeT for WUe VWuTenWV. ŁoWU WUe inVWrucWionV anT WUe VurveX iWeÜV were in NngliVU. UnforWunaWelXH iW WurneT ouW WUaW WUe
nuÜber of WUe reVponTenWV froÜ ŁóTźH PoYnań anT Procław waV uneven Tue Wo WUe following circuÜVWanceVJ
a) noW all WUe reVponTenWV reWurneT queVWionnaire forÜV filleT in Turing WUeir claVVeV;
b) WUere waV a raWUer low reVponVe raWe wUen iW coÜeV Wo WUe on-line queVWionnaireV.
TUe firVW parW of WUe queVWionnaire conViVWeT of 12 VWaWeÜenWV anT queVWionV wUicU referreT Wo TifferenW aVpecWV of WUe language VkillV involveT aV well aV probleÜV experienceT bX WUe VWuTenWV Turing WUe courVe of WUeir VWuTieV. TUe VeconT parW of WUe VurveX aiÜeT aW obWaining backgrounT in-forÜaWion abouW WUe parWicipanWV of WUe VWuTXH WUeir naWionaliWXH genTer anT WXpeV of VWuTieV (cf. Table 1 above).
4.2. FinTingV of WUe VWuTX anT inWerpreWaWion of WUe reVulWV
PUen iW coÜeV Wo iWeÜ No. 1H aTTreVVing probleÜV wiWU Vpeaking in NngliVU Turing claVVeVH Üore WUan Ualf of WUe reVponTenWV aTÜiWWeT Wo Uaving VucU probleÜV (74 VWronglX agreeT anT 85 agreeT wiWU WUe VWaWeÜenW)H wUereaV 115 TiVagreeT or TiVagreeT VWronglX (83 anT 32 reVpecWivelX). TUe reVulWV are illuVWraWeT in Ńigure 1.
Ńig. 1J ProbleÜV wiWU Vpeaking in NngliVU Turing claVVeV.
SucU a reVulW iV unTerVWanTable wUen we Wake inWo accounW WUe recruiW-ing proceTureV – uVuallX WUe VWuTenWV are expecWeT Wo Wake a language exaÜ (wriWWen or oral) aW a given univerViWX. IW iV noW uncoÜÜonH UoweverH WUaW a recogniYeT cerWificaWe iV enougU Wo becoÜe a VWuTenW in NngliVU-ÜeTiuÜ courVeV. Ńor ŁacUelor VWuTieV (cXcle I)H WUe requireT level of language profi-ciencX iV Ł2 (CNŃR)H wUereaV for M.Sc. (cXcle II) iW iV Ł2 or C1. IW VoÜeWiÜeV
UappenVH UoweverH WUaW WUe VWuTenWV repreVenW lower levelV of NngliVU lan-guage proficiencXH eVpeciallX wUen iW coÜeV Wo wriWing VkillV. TUuVH iW iV quiWe probable WUaW WUeVe VWuTenWV proviTeT WUe “agree” anVwerV.
More or leVV ViÜilar reVulWV were obWaineT for VWaWeÜenW 2 (probleÜV wiWU unTerVWanTing acaTeÜic WeacUerV)H wUere WUe “agree” anT “VWronglX agree” opWionV were ÜarkeT bX 149 reVponTenWV (84 anT 65 reVpecWivelX) anT “TiVagreeIVWronglX TiVagree” bX 118 (82 anT 36 reVpecWivelXH cf. Ńigure 2). TUe forÜer reVponVeVH acknowleTging probleÜV wiWU liVWening coÜpreUen-VionH coulT coÜe froÜ VWuTenWV wiWU verX liÜiWeT experience in liVWening Wo acaTeÜic WeacUerV Vpeaking TifferenW varieWieV of NngliVU (PoliVU acaTeÜic WeacUerVH viViWing profeVVorV froÜ abroaT anT naWive VpeakerV). AnoWUer probleÜ Wo be conViTereT coulT be WUe level of proficiencX in NngliVU repre-VenWeT bX PoliVU acaTeÜic WeacUerV wiWU reVpecW Wo pronunciaWionH graÜÜaW-ical accuracXH range of vocabularXH eWc.
Ńig. 2J ProbleÜV wiWU unTerVWanTing acaTeÜic WeacUerV.
AV far aV WUe VWuTenWV’ abiliWX Wo give oral preVenWaWionV iV concerneTH 103 reVponTenWV agreeT WUaW WUeX coulT Teliver VucU preVenWaWionV wiWUouW anX probleÜV (22 “VWronglX agree” anT 81 anVwereT “agree”)H wUereaV 104 were of WUe oppoViWe opinion (36 “TiVagree” anT 68 “VWronglX TiVagree” op-WionV). IW iV inWereVWingH UoweverH WUaW 107 reVponTenWV proviTeT an “I Ton’W know” anVwerH wUicU obviouVlX requireV furWUer inveVWigaWion.
IWeÜ No. 5 inquireT abouW WUe TifferenceV beWween WUe waXV of Teliv-ering oral preVenWaWionV in WUe VWuTenWV’ UoÜe counWrX anT aW univerViWieV in oWUer counWrieV WUeX were faÜiliar wiWU.76 VWuTenWV VWaWeT WUaW VucU Tiffer-enceV exiVW (27 VWronglX agreeT anT 49 agreeT); WUeX liVWeT WUe following (WUe anVwerV are preVenWeT in WUe original forÜ)J
· BeWWer preparaWionH beWWer conWenW anT wiTer knowleTgeH · Form of preVenWaWion
· In France WUe preVenWaWion WecUniqueV are unknown. TUe VcienWific
knowleTge iV believeT Wo be WUe onlX elemenW requireTH
· In naWive language iW iV eaVier Wo VaX WUe Vame VenWence beWWer
wiWU-ouW WUinking abwiWU-ouW iVH
· LeVV VWreVVH
· Language (eaVier in naWive language)H
· In oWUer univerViWieV Xou maX be more confronWeT wiWU naWive
Vpeak-erVH wUo makeV Xou feel noW gooT enougU Wo preVenW VomeWUing in NngliVU. AW Uome univerViWX Xou maX knowJ WUe oWUerV are noW beWWer anT unTerVWanT wiWU mX accenW.
AV can be Veen froÜ WUe aboveH VoÜe anVwerV are aÜbiguouV anT Tiffi-culW Wo unTerVWanTH aV WUe VWuTenWV are noW verX Vpecific in WUeir explanaWionV.
PUen iW coÜeV Wo iWeÜ No. 7H concerning VWuTenWV’ probleÜV wiWU fol-lowing lecWureV in NngliVUH 108 reVponTenWV proviTeT an “I To noW know” anVwerH wUereaV 102 VWuTenWV claiÜeT noW Wo Uave anX probleÜV (73 agreeT anT 29 VWronglX agreeT). AW WUe VaÜe WiÜe 113 reVponTenWV (68 VWronglX TiVagreeT anT 35 TiVagreeT) aTÜiWWeT Wo Uaving VucU probleÜV wUicU cer-WainlX iV a cauVe for concern. SucU reVponVeV VUow WUaW learning new VubjecW ÜaWWerIconWenW can be TifficulW for VWuTenWVH eVpeciallX if WUe language of inVWrucWion iV NngliVU. SpecialiYeT vocabularXH new WerÜinologX aV well aV new ÜoTeV of inVWrucWion (VWuTenWV TiT noW Uave lecWureV anTIor laboraWorX claVVeV in WUeir VeconTarX VcUoolV) coulT be WUe reaVonV for WUe appearance of WUe probleÜV iTenWifieT bX WUe reVponTenWV.
TUe nexW iWeÜ (No. 8) waV connecWeT wiWU culWural TifferenceV con-cerning WUe non-verbal beUaviour of acaTeÜic WeacUerV aV well aV TifferenW WeacUing VWXleV anT WUeir inWerpreWaWion bX WUe VWuTenWV. AlWogeWUer 138 re-VponTenWV acknowleTgeT Uaving probleÜV wiWU inWerpreWing WUeir WeacUerV’ beUaviour (51 VWronglX agreeT anT 87 agreeT). An anVwer Wo WUe probleÜ revealeT bX WUe VWuTenWV’ reVponVeV coulT be courVeV on inWerperVonal anT inWerculWural coÜÜunicaWion Turing wUicU VWuTenWV are faÜiliariYeT wiWU ViÜilariWieV anT TifferenceV aÜong variouV naWionaliWieV anT WUeir culWureV. SucU courVeV coulT aiT VWuTenWV in unTerVWanTing culWural TifferenceV anTH aV a reVulWH conWribuWe Wo TiÜiniVUing barrierV in coÜÜunicaWion aÜong VWu-TenWV anT acaTeÜic WeacUerV coÜing froÜ TifferenW culWural backgrounTV.
In WUe following iWeÜ (No. 9)H WUe reVponTenWV were aVkeT Wo Wick WUe ÜoVW TifficulW aVpecWV of WUeir VWuTieV. A vaVW ÜajoriWX of WUe VWuTenWV pickeT “expreVVing one’V opinionV in public” (97 reVponVeV)H WUen “parWicipaWion in
TiVcuVVionV” (81 reVponVeV) anTH finallXH “unTerVWanTing courVe requireÜenWV” (60). “UnTerVWanTing lecWureV” waV WickeT bX 53 VWuTenWVH anT “unTerVWanTing acaTeÜicV’ NngliVU” – bX 57 of WUeÜ. OnlX 34 reVponTenWV VelecWeT WeaÜ pro-jecWVH anT 6 ÜarkeT “oWUer” opWionV (Vee Ńig. 4). TUe firVW Wwo opWionV VelecWeT bX WUe reVponTenWV poinW Wo WUe neceVViWX of inWroTucing VoÜe cUangeV aV far aV WUe claVVrooÜ proceTureV are concerneT. More oral WaVkV VUoulT probablX be inWroTuceTH incluTing TiVcuVVionV UelT Turing claVVeV. AppropriaWe WrainingH involving exaÜpleV of boWU VpecialiYeT anT acaTeÜic language (NSP anT NAP)H woulT conWribuWe Wo WUe iÜproveÜenW of WUe reVponTenWV’ Vpeaking VkillV. IW coÜeV aV a VurpriVe WUaW 60 reVponTenWV claiÜeT Wo Uave probleÜV wiWU un-TerVWanTing courVe requireÜenWV. On WUe one UanTH VucU a reVponVe inTicaWeV WUaW acaTeÜic WeacUerV To noW proviTe WUe VWuTenWV wiWU clear inforÜaWion abouW WUeir requireÜenWVH prerequiViWeV anT aVVeVVÜenW forÜV aV far aV WUeir courVeV are concerneT. On WUe oWUer UanTH UoweverH iW ÜaX VuggeVW a lack of coÜÜunicaWion beWween WUe Wwo parWieV aV well aV WUe facW WUaW VoÜe VWu-TenWV ÜaX be afraiT of aVking WUeir acaTeÜic WeacUerV abouW WUe courVeV anT final evaluaWion forÜ i.e. projecWVH reporWVH VuÜÜarieVH eWc.
Ńig. 4J TUe ÜoVW TifficulW eleÜenWV of WUe VWuTieV accorTing Wo WUe reVponTenWV. AV far aV probleÜV wiWU wriWWen aVVignÜenWV are concerneT (iWeÜ No. 10)H WUe VWuTenWV ÜoVW frequenWlX poinWeT Wo VucU forÜV of wriWing aV reporWV (41)H conference paperV (40) anT WUeVeV (35). InWereVWinglXH alÜoVW WUe VaÜe aÜounW of VWuTenWV inTicaWeT paragrapU (25) anT VuÜÜarX wriWing (24; Vee Ńigure 5). SucU reVponVeV TefiniWelX poinW Wo WUe neceVViWX of inWroTucing new courVeVH for inVWance “PriWWen NngliVU”H beWWer aTTreVVing WUe VWuTenWV’ neeTV anT expecWaWionV. Taking inWo accounW VeconTarX VcUool requireÜenWV anT curriculaH iW can be Veen WUaW VWuTenWV’ abiliWX Wo wriWe in NngliVU iV raWUer
liÜiWeTH Wo VaX WUe leaVW. HenceH in orTer Wo Uelp VWuTenWV overcoÜe WUeir probleÜV wiWU wriWing in NngliVUH VuppleÜenWarX wriWWen NngliVU courVeV VUoulT be offereTH parallel Wo VWuTenWV’ regular courVeV.
Ńig. 5J ProbleÜV wiWU wriWWen aVVignÜenWV.
TUe laVW iWeÜ (No. 12) in WUe VurveX waV concerneT wiWU WUe VWuTenWV’ viewV on WUe ÜoVW iÜporWanW aVpecWV of poViWive acaTeÜic coÜÜunicaWion. SWuTenWV coulT cUooVe froÜ Vix opWionVH aVVigning valueV froÜ 1 (WUe ÜoVW iÜporWanW eleÜenW) Wo 6 (WUe leaVW iÜporWanW). TUe reVulWV VUow WUaW WUe VWu-TenWV aWWacUeT WUe biggeVW iÜporWance Wo unTerVWanTable inVWrucWionV Teliv-ereT bX acaTeÜic WeacUerV (100 reVponTenWV ÜarkeT iW aV 1)H WUe acaTeÜicV’ gooT coÜÜanT of NngliVU (58 reVponTenWV valueT iW aV 2)H anT WUe VWuTenWV’ Vpeaking VkillV (for 61 reVponTenWV iW waV nuÜber 1). SurpriVinglXH WUe re-VponTenWV TiT noW aVVign ÜucU iÜporWance Wo VWuTenWV’ knowleTge of WUe “acaTeÜic culWure” (onlX 18 reVponTenWV aVVigneT 1 Wo iW). TUe lack of concern for WUiV aVpecW of VWuTieV on WUe parW of WUe VWuTenWV can be explaineTH firVWlXH bX knowingIbeing inforÜeT abouW WUiV culWure (I knowH i.e.H I unTerVWanTH WUuV I To noW Üake ÜiVWakeV)H anT VeconTlXH aWWenTing inWroTucWorXIorienWaWion claV-VeV for inWernaWional VWuTenWV Turing wUicU variouV aVpecWV of VWuTXing in Po-lanT are UanTleT. ATTiWionallXH evenWV VucU aV “PoliVU week” are organiYeT bX WUe WUree univerViWieV. SoÜe of WUe reVponVeV are VUown in ŃigureV 6 anT 7.
Ńig. 6J TUe iÜporWance of clear inVWrucWionV TelivereT bX WUe acaTeÜicV.
Ńig. 7J TUe iÜporWance of VWuTenWV’ Vpeaking VkillV.
Careful analXViV of WUe TaWa proviTeT bX WUe queVWionnaire TeVcribeT in WUe preVenW arWicle allowV for WUe forÜulaWion of VoÜe proviVional conclu-VionV concerning CLIL anTIor conWenW-baVeT inVWrucWion aW WecUnical univerVi-WieV in PolanT. ŃirVW of allH iW iV poVVible Wo Traw a proviVional profile of a WecUnical univerViWX VWuTenWH following an NngliVU-ÜeTiuÜ courVe of VWuTieV. ObviouVlXH coÜing up wiWU a coÜpleWe anT accuraWe profile woulT require Üore ViÜilar TaWaH anT WUuV furWUer VWuTieVH incluTing Üore ViWuaWional oneV. SeconTlXH WUiV VWuTXH aV well aV VoÜe follow up VWuTieVH will Üake iW poVVible Wo TeVign anT inWroTuce new courVeVH aV well aV ÜoTifX WUe exiVWing oneV in orTer Wo Üake WUeÜ Üore relevanW Wo WUe VWuTenWV’ neeTV anT expecWaWionV. AV iW iVH iW VeeÜV WUaW Vpecial aWWenWion VUoulT be paiT Wo wriWWen NngliVU wUicU VUoulT VignificanWlX conWribuWe Wo WUe qualiWX of WUe VWuTenWV’ wriWWen aVVignÜenWVH anTH in parWicularH Wo WUe qualiWX of WUeir final “proTucW” – a ŁacUelor’V or MaVWer’V WUeViV.
5. ConcluVionVH implicaWionV anT TirecWionV for fuWure reVearcU
IW woulT be preÜaWure Wo Traw anX general concluVionV concerning CLIL in WUe con-WexW of PoliVU WerWiarX eTucaWion on WUe baViV of WUe preVenW VWuTX. HoweverH WUe picWure WUaW eÜergeV froÜ WUe analXViV of WUe reVponVeV of VWuTenWV froÜ WUree PoliVU WecUnical univerViWieV iV quiWe clearH even wiWU WUe raWUer liÜiWeT TaWa proviTeT. AV iW appearVH WUere iV quiWe a large group of VWuTenWV wUo To noW Uave probleÜV wiWU Vpeaking anTIor unTerVWanTing acaTeÜic WeacUerVH anT WUuV following WUeir courVe of VWuTieV. ŁuW WUe facW WUaW WUere iV a group of VWuTenWV wUo neeT VoÜe Uelp anT Wraining in WUe TevelopÜenW of WUeir Vpeaking VkillV iV a ÜaWWer of concern. TUe VaÜe can be VaiT abouW WUe VWuTenWV’ abiliWX Wo prepare anT give oral preVenWaWionV aV well aV WUeir abiliWX Wo unTerVWanT lecWureV TelivereT in NngliVU.TUe ÜajoriWX of WUe reVponTenWV VeeÜ Wo Uave probleÜV wiWU coÜ-pleWing wriWWen aVVignÜenWV in NngliVUH eVpeciallX wUen iW coÜeV Wo wriWing WUeir WUeVeV (Ł.Sc.H M.Sc.)H reporWV anT VuÜÜarieV. SWuTenWV claiÜ WUaW WUe WUree iÜporWanW eleÜenWV of “poViWive acaTeÜic coÜÜunicaWion” are clear inVWrucWionV froÜ WUe acaTeÜicVH WUe WeacUerV’ gooT coÜÜanT of NngliVUH VWuTenWV’ Vpeaking anT wriWing VkillV.
AV for fuWure reVearcUH iW VUoulT be poinWeT ouW WUaW alWUougU WUe pre-VenW VWuTX UaV proviTeT VoÜe valuable inVigUWV inWo CLIL aV iÜpleÜenWeT aW WUe univerViWieV in queVWionH iWV Üain aiÜ UaV been Wo conWribuWe Wo a beWWer unTerVWanTing of WUe VWuTenWV’ neeTV anT expecWaWionV. TUuVH WUe VWuTX iV liÜiWeT in iWV Vcope anT VUoulT be followeT bX Üore ViÜilar VWuTieV. ŁeViTeVH WUe TaWa gaWUereT bX ÜeanV of VWuTenW queVWionnaireV are alVo liÜiWeTH aV WUeX preVenW onlX one ViTe of WUe picWure. TUuVH WUe nexW VWep VUoulT be a collecWion of TaWa concerning WUe WeacUing VWaffH for inVWance bX eÜploXing inWerviewV wiWU acaTeÜic WeacUerV anTIor obVervaWionV of WUe WeacUing proceVV. SucU TaWaH aV alreaTX VuggeVWeTH coulT Verve aV a baViV for inWroTucing cUangeV in NngliVU-ÜeTiuÜ prograÜÜeV aW WecUnical univerViWieV.
A Üore general concluVion can be Trawn WUaW iW iV neceVVarX Wo proviTe a wiTer offer of lecWureVIcourVeV in foreign languageV. SucU courVeV woulT noW onlX aWWracW inWernaWional VWuTenWV Wo VWuTX in PolanTH buW alVo coulT give PoliVU VWuTenWV exWra opporWuniWieV for expoVure Wo foreign languageV aW WUe acaTeÜic levelH preparing WUeÜ for WUe cUallengeV of WUe Nuropean ÜarkeWV.
RNFNRNNCNS
CLIL MaWrix. 2004-2007. AcUieving gooT pracWice in ConWenW anT Language InWegraWeT LearningIbilingual eTucaWion. UWWpJIIwww.ecÜl.aWIÜWp2IclilÜaWrixINNIqMain. UWÜl CLIL MaWrix [MP 30.10.2012]
Council of Nurope. 2001. CoÜÜon Nuropean ŃraÜework of Reference for LanguageVJ learningH WeacUingH aVVeVVÜenW. UWWpJIIeuropaVV.ceTefop.europa.euIenI re-VourceVI european-language-levelV-cefr [MP 30.10.2012].
CoXleH M.H HooTH PU.H MarVUH M. 2010. ConWenW anT Language InWegraWeT Learning. CaÜbriTgeJ CaÜbriTge UniverViWX PreVV.
CranTallH J. 1998. “CollaboraWe anT cooperaWeJ WeacUer eTucaWion for inWegraWing language anT conWenW inVWrucWion”. NngliVU TeacUing ŃoruÜ 36I1J 2-9.
NurXTice ReporW. 2006. CLIL aW VcUool in Nurope. ŁruVVelVJ NurXTice. UWWpJIIwww.eurXTice.org [MP 10.11.2013].
GierlingerH N. 2012. “CLIL-ing Üe VofWlX”. NngliVU TeacUing ProfeVVional 82H SepWeÜ-berJ 12-14.
GraTTolH M. 2006. NngliVU NexW. PlXÜouWUJ ŁriWiVU Council
OeX CoÜpeWenceV for Lifelong LearningJ Nuropean Reference ŃraÜework. 2007. 4. UWWpJIIeur-lex.europa.eu [MP 30.10.2012].
OoÜorowVkaH H. (reT.). 2011. IVVueV in ProÜoWing MulWilingualiVÜ. TeacUing – Learning – AVVeVVÜenW. ParVawJ ŃounTaWion for WUe MevelopÜenW of WUe NTucaWion SXVWeÜ. LarVen-ŃreeÜanH M. 2000. TecUniqueV anT PrincipleV in Language TeacUing. (2nT
eTi-Wion). OxforTJ OxforT UniverViWX PreVV.
ŁucYakH A. 2011. “NSP courVeV aW univerViWieV. Preparing VWuTenWV for WUe cUallengeV in WUe Nuropean ÜarkeWV” (w) IVVueV in ProÜoWing MulWilingualiVÜ. TeacUing – Learning – AVVeVVÜenW (reT. H. OoÜorowVka). ParVawJ ŃounTaWion for WUe MevelopÜenW of WUe NTucaWion SXVWeÜ. 59-77.
MeUiVWoH P.H MarVUH M.H ŃrigolVH M. 2012. Uncovering CLIL. ConWenW anT Language InWegraWeT Learning in Łilingual anT MulWilingual NTucaWion. LonTonJ MacÜil-lan PubliVUerV LiÜiWeT.
RicUarTVH J.C.H RoTgerVH T.S. 2001. ApproacUeV anT MeWUoTV in Language TeacUing. CaÜbriTgeJ CaÜbriTge UniverViWX PreVV.
RuiY Te RarobeH Q.H SierraH J.M.H GallarToH Ń. 2011. ConWenW anT Ńoreign Language InWegraWeT LearningJ ConWribuWionV Wo MulWilingualiVÜ in Nuropean ConWexWVH ŁernJ PeWer Lang.
SWollerH Ń.L. 1997. “ProjecW workJ a ÜeanV Wo proÜoWe language conWenW”. NngliVU TeacUing ŃoruÜ 35I4J 2-9.
AppenTix
TUe queVWionnaire forÜ preVenWeT below focuVeV on probleÜV anT TifficulWieV WUaW VWuTenWV coÜe acroVV Turing WUe courVe of WUeir VWuTieV in a foreign language. TUe reVearcU UaV been baVeT on inforÜaWion acquireT froÜ PoliVU VWuTenWV anT inWerna-Wional VWuTenWV wUo VWuTX aW WecUnical univerViWieV in ŁóTźH PoYnań anT Procław.
STUMNNT QUNSTIONNAIRN
PleaVe Wick WUe following iWeÜV wUicU will forÜ a baViV for ÜX VurveX. TUe queVWion-naire iV anonXÜouV anT WUe reVulWV will be publiVUeT in conference journalV.
SWronglX
agree Agree I To noW know MiVagree SWronglX TiVagree
1. Qou Uave probleÜV wiWU Vpeaking in NngliVU Turing claVVeV.
2. Qou Uave probleÜV wiWU unTerVWanTing WUe aca-TeÜic WeacUer.
3. If XeVJ
3a.IW iV becauVe of Xour probleÜV wiWU NngliVU. 3b. IW iV becauVe of WUe poor conWenW knowleTge of a given courVe.
4. Qou can give an oral preVenWaWion in NngliVU wiWUouW anX TifficulWX.
5. TUere are VoÜe TifferenceV beWween oral preVenWa-WionV given in Xour naWive counWrX anT aW oWUer univer-ViWieV.
6. If XeV - pleaVe VWaWe WUe Tifference
7. Qou can follow WUe lecWureV TelivereT in NngliVU wiWUouW anX probleÜV.
8. Qou Uave probleÜV wiWU unTerVWanTing WUe aca-TeÜic’V culWural beUavior.
9. PUaW are WUe ÜoVW TifficulW aVpecWV of Xour VWuTieV?
(Wick aV ÜanX Xou wiVU) UnTerVWanTing courVe requireÜenWV UnTerVWanTing lecWureV
UnTerVWanTing acaTeÜicV’ NngliVU NxpreVVing one’V opinionV in public ParWicipaWion in TiVcuVVionV ParWicipaWion in groupI WeaÜ projecWV OWUerV……… 10. Mo Xou Uave probleÜV wiWU wriWWen aVVignÜenWV? QeV
No 11. If XeVH pleaVe Wick WUe probleÜaWic forÜVIWXpeV of
wriWingJ PriWing VuÜÜarieV PriWing reporWV
PriWing paragrapUV PriWing WUeViV (Ł.Sc.H M.Sc.) PriWing conference paperV 12. PUaW are WUe ÜoVW iÜporWanW aVpecWV of poViWive
acaTeÜic coÜÜunicaWion froÜ WUe VWuTenWV’ poinW of view? (Vcale 1-6H 1 – WUe ÜoVW iÜporWanW one)
Clear inVWrucWionV froÜ WUe acaTeÜicV AcaTeÜicV’ gooT coÜÜanT of NngliVU SWuTenWV’ wriWing VkillV
SWuTenWV’ Vpeaking VkillV
SWuTenWV’ knowleTge of WUe “acaTeÜic culWure” TeaÜ work
PerVonal InformaWion 1. SWuTenW’V naWionaliWX ………
2. UniverViWX inJ
ŁóTź PoYnań Procław 3. GenTerJ Male ŃeÜale
4. AgeJ
