Email this article The model of content and language integrated learning as a mean of career guidance of secondary school students of the humanities classes
- Authors: Belousov A.S.1
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Affiliations:
- Derzhavin Tambov State University
- Issue: Vol 27, No 2 (2022)
- Pages: 420-431
- Section: ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В СРЕДНЕЙ ШКОЛЕ
- URL: https://journals.rcsi.science/1810-0201/article/view/298220
- DOI: https://doi.org/10.20310/1810-0201-2022-27-2-420-431
- ID: 298220
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Abstract
The methodic model is considered to be a certain set of interconnected elements that form an integral system, the purpose of which is to achieve the task in the form of the development of foreign-language communicative competence among students of the secondary school humanities classes. This model can be successfully implemented through content and language integrated learning. There are a number of approaches on the basis of which the system of teaching foreign languages itself is built: personal-activity, competence-based, systemic, communicative-cognitive, career guidance and content and content and language integrated learning. Didactic and methodic principles of these approaches make it possible to implement this model in practice. We describe the methodic principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of consistent increase in the level of complexity, the principle of language adaptation, the principle of optimality, the principle of reliance on native and foreign languages, motivational principle, the principle of interactivity and the principle of career guidance training. Particular principles of content and language integrated learning can be called the principle of integrativity, the principle of career guidance of training, the principle of continuity, the principle of the predominance of problematic tasks of professional orientation, the principle of taking into account the specifics of intra-profile specialization. The basis of integrated content and language classes are the following teaching methods: integrative, communicative, informational-reproductive, productive, tandem method, career guidance, method of professional training and control methods. The complex of the teacher’s tools for the implementation of their activities is teaching tools.
About the authors
A. S. Belousov
Derzhavin Tambov State University
Author for correspondence.
Email: arthurbelousov96@yandex.ru
ORCID iD: 0000-0002-6371-7688
Assistant of Specialized Pre-University Education Department
392000, Российская Федерация, г. Тамбов, ул. Интернациональная, 33References
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