CC BY
13
Список литературы /References
1. Кострова К.О. Исследовательские проекты: формирование ключевых компетентностей, развитие научной деятельности школьников в Краснодарском крае // Научно-исследовательский проект во внеурочной деятельности. Краснодар, 2011. С. 6-11.
2. Тадевосян Э.В. Словарь-справочник по социологии и политологии. М.: Знание, 1996. 272 с.
3. Козлов С.А. Психология формирования патриотизма // Человеческий фактор: проблемы психологии и эргономики: Сборник статей. Тверь: Эргономическая ассоциация, 2006. С. 52-54.
4. Приказ по МБОУ СОШ №14 хутора Бейсужек Второй № 226-од от 31 июля 2013 года // Архив школы.
5. Рыжков В. «Мы тоже будем Родину защищать!» // Частная лавочка. 10 января 2013. № 1. С. 3.
CONTENT BASED INSTRUCTIONAL APPROACH TO SECOND LANGUAGE PEDAGOGY Sapayeva N.S. Email: Sapayeva682@scientifictext.ru
Sapayeva Nilufar Sultanovna - Teacher, DEPARTMENT OF PRACTICAL AND THEORETICAL DISCIPLINES OF FRENCH, UZBEK STATE WORLD LANGUAGE UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the present paper accentuates the need for innovation in pedagogical theory and practice of the day. It elucidates the linguistic dilemma of the present times and identifies space for bilingualism and pluriculturalism. To make the readers acquainted with Content and Language Integrated Learning (CLIL), the authors corroborate the detailed theoretical framework by establishing links with growing trends of cross continent migration, rising globalization and expansion of multicultural and multiethnic contexts in the educational arena.
Keywords: bilingualism, content and language integrated learning (CLIL), pedagogy, learners' identity, linguistic harmony, multiculturalism, pluriculturalism.
СОДЕРЖАТЕЛЬНЫЙ ИНСТРУКТИВНЫЙ ПОДХОД К ПЕДАГОГИКЕ ВТОРОГО ЯЗЫКА Сапаева Н.С.
Сапаева Нилуфар Султановна- преподаватель, кафедра практических и теоретических дисциплин французского языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: настоящая статья подчеркивает необходимость инноваций в педагогической теории и практике дня. Она освещает лингвистическую дилемму современности и определяет пространство для двуязычия и плюрикультурализма. Чтобы ознакомить читателей с предметным и языковым интегрированным обучением, авторы подтверждают подробные теоретические рамки, устанавливая связи с растущими тенденциями межконтинентальной миграции, растущей глобализацией и расширением мультикультурных и многоэтнических контекстов в сфере образования.
Ключевые слова: билингвизм, содержательное и языковое интегрированное обучение, педагогика, личность учащегося, языковая гармония, мультикультурализм, плюрикультурализм.
UDC 81-139
Introduction. Brief ancient times of CLIL have moreover been investigated to legitimize its birth in making a difference out the language specialists and educationists in Europe and past. The paper depicts the hypothesis of Substance and Dialect Coordinates Learning (CLIL) diagrammatically utilizing substance, cognition and communication in a phonetic culture. It explicates the different classifications, measurements, capacities and the formative stages of CLIL instructional method at the day break of the unused thousand years. After investigating the hypothetical, useful and cutting edge aspects of CLIL, it is concluded that CLIL is an able, conservative and convenient system of bringing different societies and dialects closer to one another and can offer assistance construct catholic personality of learners within the Information Age. Maybe all what we learn at school of instruction and preparing rotates circular the basic sense.
Said says that a analyst is not one or the other a pacifier nor a consensus-builder but one whose entirety being is staked on a basic sense, a sense of being unwilling to acknowledge simple equations, or readymade clichés [6].
Besides giving a comprehensive seen of CLIL, its beginning, its hypothetical underpinnings, its capacities and incapacities and future guarantee, the creators attempt to set up that Substance and Dialect Coordinates Learning (CLIL) may be looked at as the foremost later and well-conceived show of instructional method which has advanced consistently from sundry past speculations and tried hones. CLIL can give a quick help on the off chance that not a nostrum, to the falling wellbeing of numerous minority dialects over the world. It can bring numerous dialects closer to one another clearing the way for pluricultural social orders, and may result in a more noteworthy socio-political concordance. It may protect the priceless social capital contained in incredible assortment of dialects, too.
Content and Language Integrated Learning (CLIL)
The term CLIL was embraced in 1994. It alludes to an instructive setting where dialect other than the student's mother tongue is utilized as medium of instruction [1]. For Coyle and partners, CLIL is an instructive approach in which different dialect steady strategies are utilized that lead to a dual-focused shape of instruction where consideration is given both to the dialect and the substance. CLIL is known by an extraordinary assortment of acronyms in different dialects. There are a few fifty English-based terms that are utilized around the world. It moreover covers wide extend of instructive hones and settings whose common denominator is that a non-L1 is utilized in classes other than those named as 'language classes' [3].
One may securely claim that in certain nations, particularly the previous British colonies, CLIL or something like CLIL is being practiced without any orderly educational hone in numerous cases without cognizant mindfulness. For occasion, at higher level is drained English which could be a outside dialect. CLIL is barely however known as a built up mode of hone. The subject instructors exceptionally regularly have no thought that they are by implication creating dialect communication aptitudes close to instruction of the subject substance. Puffer & Smit mull over that getting tutoring in a dialect other than their domestic dialect is an ordinary encounter for children and understudies in numerous parts of the world [5].
By the by, it may be seen through the body of writing on CLIL is that it isn't an innovation but an ancient hone of educating subject substance in a remote dialect. For illustration, Latin was the dialect of instruction for the elite in Europe within the medieval times. Within the past, this extravagance was accessible to the first class as it were but CLIL involvement in Europe has expanded this office to the open tutoring for its more extensive instructive and political value. The address whether CLIL is for substance or for the dialect has reasonably been answered by Coyle & partners as they hold that CLIL isn't essentially another step in dialect instructing or a unused advancement in substance subject technique [3].
They see CLIL as a combination of subject didactics driving to an advancement which has risen as the instruction for present day times. They go on to say that CLIL is an approach which is not one or the other dialect learning nor subject learning, but an amalgam of both is connected to the method of meeting. Meeting includes the combination of components which have been already divided. Subsequently, it is recommended that this educating approach ought to be seen in its cutting edge setting when time is truly cash. Its double center spares time and assets on the one hand and presents an agreeable arrangement of the longstanding discussion whether dialect instruction is for the dialect or almost the dialect. New Roles of Teacher and Learner
Guided by the guideline of utilizing the dialect to memorize and learning the dialect to utilize, CLIL appears to us guided by Vygotskian hypotheses on the one hand and takes after the lines conceived by Freire on the other. Freire presumes that without discourse there's no communication and without communication there can be no genuine instruction. Through this dialogical engagement learner-teacher and learner-learner, intuitive spring up and make the expectation. For the essential activity arrange of a CLIL classroom where learners inquire questions as well as reply questions which may result in important communication including etymological enlist to utilize the target dialect as a vehicle [4].
On proficient front, a CLIL instructor may not be relegated an awfully grand part of transformative mental (Giroux) or operator of alter (Brown) as such, but certainly must have a caring state of mind, capacity to require a light-hearted approach and ability of making life-applicable circumstances within the classroom to create the true communication happen [2]. An extraordinary ability is additionally required to create due rectifications and centering on shape exceptionally prudently for fear that the inspiration ought to be influenced at any arrange.
Conclusion. The foremost gladdening component of CLIL is its capacity to advance non-native talking moment dialect instructors. Bog holds that a few of the foremost reasonable CLIL instructors are those who talk the larger part dialect as their to begin with dialect and the CLIL dialect as their moment dialect. This can be how CLIL ensures and advances larger part and minority dialects at the same time.
References / Список литературы
1. BoweringM.. 2007. The language of a science classroom for LEP Learners. In Empirical Perspectives on CLIL Classroom Discourse. Peter Lang GmbH.
2. Brown D.H., 2007. Principles of language learning and teaching. New York: Pearson Education Brumfit, C. Moon J. & Tongue R., 1991. Teaching English to children from practise to principle. London: Longman.
3. Coyle D., 2005. Developing CLIL: Toward a theory of practice, APAC Monograph 6. Barcelona: APAC.
4. Freire P., 1972. Pedagogy of the Oppressed. New York: Herder & Herder.
5. Puffer C.D. & Smit U., 2007. Empirical perspectives on CLIL classroom discourse. New York: Peter Lang AG.
6. SaidE., 1994. Representations of the intellectual. New York: Pantheon.
