Mihaela Brumen (Author), Polonca Kolbl (Author), Mateja Pšunder (Author)

Abstract

Funkcionalna večjezičnost kot lastnost jezikovne podobe prebivalcev Evropske unije danes narekuje znanje in uporabo več jezikov. CLIL kot sodoben pristop poučevanja nejezikovnih predmetov v tujem jeziku omogoča doseganje le-tega na različnih stopnjah izobraževanja. Prispevek posega zlasti na učno, čustveno, kognitivno in medkulturno dimenzijo poučevanja nejezikovnih predmetov v tujem jeziku. V prvem delu prispevka so predstavljene raziskave, ki potrjujejo učinke pristopa CLIL v povezavi z zgoraj navedenimi dimenzijami, v drugem delu pa je podan primer poučevanja nejezikovnih predmetov v tujem jeziku s pristopom CLIL na osnovni šoli v Sloveniji, ki se je na osnovi povratne informacije udeleženih pokazal kot primer dobre učne prakse.

Keywords

nejezikovni predmeti;tuji jeziki;materni jezik;motivacija;miselne sposobnosti;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.02 - Review Article
Organization: UM FF - Faculty of Arts
UDC: 37.015.31:81'243:373.3
COBISS: 21412360 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
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Other data

Secondary language: English
Secondary title: Pedagogical aspects of subject teaching in a foreign language
Secondary abstract: Functional multilingualism, as a linguistic image of Europeans, dictates the knowledge and use of multiple languages among people. The modern dual-focused educational approach known as CLIL (Content and Language Integrated Learning), enables exactly this at different levels of education. This paper presents the academic/educational, emotional, cognitive and intercultural dimensions of subject teaching in a foreign language. The first part of the paper introduces some recent studies which confirm the effects of CLIL in conjunction with the above mentioned dimensions. The second part of the paper describes an example of subject teaching in a foreign language at one of the primary schools in Slovenia. On the basis of student-feedback, it describes an example of CLIL learning and teaching that we consider good practice.
Secondary keywords: subject teaching;foreign languages;native language;motivation;individual thinking skills;Osnovnošolsko izobraževanje;Večjezična vzgoja in izobraževanje;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 27-42
Volume: ǂLetn. ǂ8
Issue: ǂšt. ǂ1/2
Chronology: maj 2015
ID: 10865667