Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom
(1) Background: based on the constantly increasing requirements for modern university graduates, we have developed an educational model that allows us to introduce content and language integrated learning into classes with a multilingual approach, which will allow students to use several foreign lan...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-12-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/11/12/808 |
| _version_ | 1797505258982735872 |
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| author | Tatiana Baranova Dmitriy Mokhorov Aleksandra Kobicheva Elena Tokareva |
| author_facet | Tatiana Baranova Dmitriy Mokhorov Aleksandra Kobicheva Elena Tokareva |
| author_sort | Tatiana Baranova |
| collection | DOAJ |
| description | (1) Background: based on the constantly increasing requirements for modern university graduates, we have developed an educational model that allows us to introduce content and language integrated learning into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students, to identify the impact of such a model on students’ professional discipline learning outcomes and to determine if the learning model contributes to an improvement in foreign language proficiency. (2) Methods: for our research we used qualitative and quantitative data from students’ records of professional discipline and Spanish testing, as well as surveys and interviews on proposed learning model efficiency. Two groups of students took part in the experiment (<i>N</i> = 23 and <i>N</i> = 24). (3) Results: results on students’ Spanish proficiency showed that the proposed learning model had a positive influence. Students from the experimental group got higher results on Listening, Reading and Speaking. According to results on professional discipline, both groups achieved approximately equal scores. Moreover, students described such a proposed learning model as efficient and progressive, giving a lot of advantages. (4) Conclusions: the experiment conducted confirmed the efficiency of the proposed learning model. In conclusion, it can be recommended for the realization of a multilingual approach, as well as the learning of a professional discipline. |
| first_indexed | 2024-03-10T04:16:04Z |
| format | Article |
| id | doaj.art-7871e6b4e04b4a66b399304094fb3a98 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T04:16:04Z |
| publishDate | 2021-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-7871e6b4e04b4a66b399304094fb3a982023-11-23T08:00:06ZengMDPI AGEducation Sciences2227-71022021-12-01111280810.3390/educsci11120808Assessment of the Application of Content and Language Integrated Learning in a Multilingual ClassroomTatiana Baranova0Dmitriy Mokhorov1Aleksandra Kobicheva2Elena Tokareva3Institute of Humanities, Peter the Great St. Petersburg Polytechnic University, 195251 Saint Petersburg, RussiaInstitute of Humanities, Peter the Great St. Petersburg Polytechnic University, 195251 Saint Petersburg, RussiaInstitute of Humanities, Peter the Great St. Petersburg Polytechnic University, 195251 Saint Petersburg, RussiaInstitute of Humanities, Peter the Great St. Petersburg Polytechnic University, 195251 Saint Petersburg, Russia(1) Background: based on the constantly increasing requirements for modern university graduates, we have developed an educational model that allows us to introduce content and language integrated learning into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students, to identify the impact of such a model on students’ professional discipline learning outcomes and to determine if the learning model contributes to an improvement in foreign language proficiency. (2) Methods: for our research we used qualitative and quantitative data from students’ records of professional discipline and Spanish testing, as well as surveys and interviews on proposed learning model efficiency. Two groups of students took part in the experiment (<i>N</i> = 23 and <i>N</i> = 24). (3) Results: results on students’ Spanish proficiency showed that the proposed learning model had a positive influence. Students from the experimental group got higher results on Listening, Reading and Speaking. According to results on professional discipline, both groups achieved approximately equal scores. Moreover, students described such a proposed learning model as efficient and progressive, giving a lot of advantages. (4) Conclusions: the experiment conducted confirmed the efficiency of the proposed learning model. In conclusion, it can be recommended for the realization of a multilingual approach, as well as the learning of a professional discipline.https://www.mdpi.com/2227-7102/11/12/808assessment of student learningmultilingualismlanguage teachingsecond language acquisitionCLIL |
| spellingShingle | Tatiana Baranova Dmitriy Mokhorov Aleksandra Kobicheva Elena Tokareva Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom Education Sciences assessment of student learning multilingualism language teaching second language acquisition CLIL |
| title | Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom |
| title_full | Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom |
| title_fullStr | Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom |
| title_full_unstemmed | Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom |
| title_short | Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom |
| title_sort | assessment of the application of content and language integrated learning in a multilingual classroom |
| topic | assessment of student learning multilingualism language teaching second language acquisition CLIL |
| url | https://www.mdpi.com/2227-7102/11/12/808 |
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