FACTORS EFFECTING FRIENDLY ATMOSPHERE IN APPLICATION EDUCATIONAL TECHNOLOGIES IN ESP ENGLISH LANGUAGE CLASSES
Keywords:
STEAM technology, CLIL technology, subject-language integrated learning, specialized training EnglishAbstract
The article discusses the features of the use of CLIL technology (subject- language integrated learning) in the English classroom in non-linguistic universities. It reveals the essence of CLIL as a pedagogical technology, and describes in detail the content of its components. The author extensively substantiates the relevance, expediency and effectiveness of the use of subject-language integrated learning in English classes, and summarizes the advantages and disadvantages of its use in teaching English at a university.
References
Bhela, B. (1999). Native language interference in learning a second language. Exploratory case studies of native language interference with target language usage. International Education Journal.
Akbari, Ramin and Allvar, N.K.(2010). L2 teacher characteristics as predictors of students’ academic achievement. The electronic Journal for English as a Second language. State Educational Standard in Foreign Languages. 2013, Tashkent.
Morrison, J. (2006). TIES STEM education monograph series, Attributes of STEM education. Baltimore, MD: TIES (p. 38)
Furner, J., & Kumar, D. (2007). The mathematics and science integration argument: a stand for teacher education. Eurasia Journal of Mathematics, Science & Technology, 3(3), 185–189
Fllis, A., &Fouts, J. (2001). Interdisciplinary curriculum: The research base: The decision to approach music curriculum from an interdisciplinary perspective should include a consideration of all the possible benefits and drawbacks. Music Educators Journal, 87(22), 22–26, 68. King, K., & Wiseman, D. (2001). Comparing science efficacy beliefs of elementary education majors in integrated and non-integrated teacher education coursework. Journal of Science Teacher Education, 12(2),143–153 Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: a literary review and a manual for administrators and teachers. Retrieved from ERIC database.
Gutherie, J. T., Wigfield, A., &VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331–341.
Katehi, L., Pearson, G., & Feder, M. (Eds). (2009). National Academy of Engineering and National Research Council Engineering in K-12 education. Washington, DC: National Academies Press.
Walker, E. (2007). Rethinking professional development for elementary mathematics teachers. Teacher Education Quarterly, 113–134.
Berlin, D., & White, A. (1995). Connecting school science and mathematics in House, P. &Coxford, A. (Eds.), Connecting Mathematics across the Curriculum: 1995 Yearbook. Reston, VA: NCTM
Aschbacher, P. R., Li, E., & Roth, E. J. “Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine”. Journal of Research in Science Teaching, 2010, 47(5), 564-582.
Subject-linguistic integrated teaching CLIL [Electronic resource]. Access mode: https://multiurok.ru/files/priedmietno-iazykovoie intieghrirovannoieobuchieniie-clil.html
Subject-linguistic integrated teaching CLIL [Electronic resource]. Access mode: https://multiurok.ru/files/priedmietno-iazykovoie- intieghrirovannoieobuchieniie-clil.html.
Khalyapina L.P. Modern trends in teaching foreign languages based on the ideas of CLIL // Questions of teaching methods at the university: "Peter the Great St. Petersburg Polytechnic University". 2017. No. 34, pp. 47–52.
