Methodological opportunities for international students acquiring content and language integrated learning in a contemporary educational environment

Capa

Citar

Texto integral

Resumo

Russian Federation has consistently ranked among the top ten countries in the world for the number of international students enrolled in secondary and higher education institutions to pursue a specialization. In this context, one of the most crucial and pressing problems of Russian pedagogy is the high-quality education. The current system, however, does not adequately address this issue, as seen by the high number of first-year international students that are expelled each year for not comprehending certain concepts in Russian language. In this regard, the goal of the study was to identify the challenges that prohibit international students from receiving a successful education in Russian universities' junior programs and to devise solutions to these challenges. Monitoring studies were carried out with the help of international students enrolled in the RUDN University's first-year programs for bachelor's, master's, and speciality degrees in order to achieve this objective. The data acquired show that the system of pre-university education for international students has to be modernized in terms of both the Russian language and specific academic areas. Subject-language integration as a learning strategy has enormous methodological promise for raising standards and effectiveness. Content and language integrated learning has a lot of methodological promise for enhancing the effectiveness and efficiency of the current system. The author take into account and carefully analyze the technologies and guiding principles of this notion in relation to the duties of preparing international students for pre-university education. The theory and methodology of teaching the Russian language and specialized subjects in the Russian language to foreigners with a professional orientation are being developed by this research, which also helps to develop the conditions for maximizing the educational training of foreign students in Russian universities.

Sobre autores

Angela Dolzhikova

RUDN University

Autor responsável pela correspondência
Email: dolzhikova-av@rudn.ru
ORCID ID: 0000-0003-2959-0852

PhD, Professor, Director of the Institute of Russian Language

6 Miklukho-Maklaya St, Moscow, 117198, Russian Federation

Bibliografia

  1. Alekseeva, E.N. (2013). Transnational migraine of youth and its social interactions in a shared world. (Candidate dissertation, Moscow). (In Russ.)
  2. Alekseeva, G.A. (2023). Integrated linguistic training of medical students based on a complex technology of contextual type. (Candidate dissertation, Voronezh). (In Russ.)
  3. Almazova, N.I., Baranova T.A., & Khalyapina L.P. (2017). Pedagogical approaches and models of integrated foreign languages and professional disciplines teaching in foreign and Russian linguodidactics. Language and Culture, (39), 116-134. (In Russ.) https://doi.org/10.17223/19996195/39/8
  4. Azimov, E.D., & Shchukin, A.N. (2009). A new dictionary of methodological terms and concepts (theory and practice of language learning). Moscow: IKAR Publ. (In Russ.)
  5. Barkova, A.F., & Selivanovskaya, O.A. (2020). Using CLIL (content and language integrated learning) while teaching English to preschool children. Pedagogy. Theory & Practice, 5(1), 27-32. (In Russ.)
  6. Baydikova, T.V. (2020). Subject content of foreign language teaching in the professional sphere of students of “agricultural engineering” programme based on content and language integrated learning. Tambov University Review: Series Humanities, 25(184), 65-74. (In Russ.) https://doi.org/10.20310/1810-0201-2019-25-184-65-74
  7. Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523-532. https://doi.org/10.1016/j.system.2011.08.002
  8. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
  9. Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins Publishing Company.
  10. Gajo, L. (2007). Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? The International Journal of Bilingual Education and Bilingualism, 10(5), 563-579. https://doi.org/10.2167/beb460.0
  11. Gulaya, T.M., & Romanova, S.A. (2016). Subject-linguistic integrated learning using informative and communication technologies in a non-linguistic university. Philology. Theory & Practice, (2), 181-184. (In Russ.)
  12. Ivashova, N.M. (2022). Subject-language integrated education as one of the subordinates to the study of professional Russian as a foreign language. Modern Educational Technologies and Trends in Teaching Russian Language as Foreign: Methodical Materials of the Methodological Seminar for Teachers and Specialists That Work with Foreign Students (pp. 39-43). Yekaterinburg: Ajur Publ. (In Russ.)
  13. Kapranchikova, K.V., Zavgorodnyaya E.L., & Belyanskiy R.G. Teaching course development of a professional foreign language in an agrarian university based on the model of content and language integrated learning. Tambov University Review: Series Humanities, 25(185), 83-93. (In Russ.) https://doi.org/10.20310/1810-0201-2019-25-185-83-93
  14. Kay, B. (2010). The TKT course CLIL module. Cambridge: Cambridge University Press.
  15. Kelly, K. (2012). CLIL for ELT.
  16. Kelly, K. (2014). Ingredients for successful CLIL. British Council.
  17. Khalyapina, L.P. (2017). Current trends in teaching foreign languages on the basis of CLIL. Teaching Methodology in Higher Education, 6(20), 46-52. https://doi.org/10.18720/HUM/ISSN2227-8591.20.5
  18. Kolykhalova, O.A. (2018). Innovative pedagogical technologies for the formation of educational motivation of students of unidentified specialists to study this language. St. Tikhon’s University Review. Pedagogy. Psychology, (51), 11-25. (In Russ.) https://doi.org/10.15382/sturIV201851.11-25
  19. Krasheninnikova, A.O. (2013). Content and language integrated learning. (In Russ.) Retrieved December 1, 2020, from http://www.rusnauka.com/3_ANR_2013/Pedagogica/5_126661.doc.htm
  20. Kudryashova, A.V. (2021). Methodology of training teachers of a profile discipline to implement an integrated subject-language approach. (Candidate dissertation, Tomsk). (In Russ.)
  21. Kuznetsova, O.S. (2022). Methodology for the formation of foreign-language media competence of students of the technical specialities on the basis of a subject-language integrated learning (English language). (Candidate dissertation, Saint Petersburg). (In Russ.)
  22. Laletina, T.A. (2012). Integrated approach and use of subject-language integration in teaching a foreign language. International Scientific and Practical Conference “Modernization of Management Personnel Training in Russia in the Context of the World Education System”: Collection of Materials. Krasnoyarsk: Siberian Federal University. (In Russ.) Retrieved March 14, 2023, from http://conf.sfu-kras.ru/conf/iubpe1/report?memb_id=4487
  23. Loktyshina, O.A., & Saitimova, T.N. (2015). Content and language integrated learning as a hint to professional image. Business. Education. Law. Bulletin of the Volgograd Institute of Business, (2), 324-328. (In Russ.)
  24. Melekhina, O.A. (2021). Subject-language integrated acquisition of CLIL per day: Purpose, content, methodology. Izvestia: Herzen University Journal of Humanities & Sciences, (199), 81-90. (In Russ.) https://doi.org/10.33910/1992-6464-2021-199-81-90
  25. Mironova, I.N. Basic principles and reasons for the content and language integrated learning implementation. Nauchnye Trudy Moskovskogo Gumanitarnogo Universiteta, (4), 19-27. (In Russ.) https://doi.org/10.17805/trudy.2020.4.3
  26. Popova, N.V., Kogan, M.S., & Vdovina, E.K. (2018). Content and language integrated learning (CLIL) as actualization methodology of interdisciplinary links in technical university. Tambov University Review. Series: Humanities, 23(173), 29-42. (In Russ.) https://doi.org/10.20310/1810-0201-2018-23-173-29-42
  27. Promoting language learning and linguistic diversity: An action plan 2004-2006. (2004). Brussels.
  28. Ruíz de Zarobe, Y., & Jiménez Catalán, R. (2009). Content and language integrated learning: Evidence from research in Europe. Bristol: Multilingual Matters.
  29. Salekhova, L.L., & Grigorieva, K.S. (2013). Content and language integrated learning as a basis for the formation of professional foreign language competence of students of technical universities. Foreign Language for Professional Purposes: Traditions and Innovations: Collection of Articles of the II Correspondence Republican Symposium (pp. 89-94). Kazan : K(P)FU Publ. (In Russ.)
  30. Semina, A.I. (2019). Mixed subject-integrated study of Russian as it is the most common physical and mathematical modeling in this pre-university training. Society: Sociology, Psychology, Pedagogy, (10), 145-149. (In Russ.)
  31. Semina, A.I. (2020). Subject-integrative study of the Russian language as a necessary at the preparatory faculties of the Russian students (physics and mathematics module). (Candidate dissertation, Moscow). (In Russ.)
  32. Sidorenko, T.V., & Rybushkina, S.V. (2017). Content and language integrated learning in Russian technical universities. Education and Science Journal, 19(6), 182-196. (In Russ.) https://doi.org/10.17853/1994-5639-2017-6-182-196
  33. Sidorenko, T.V., Rybushkina, S.V., Apresyan, M., & Bagiryan, D. (2016). Content and language integrated learning and in post-soviet countries: Perceptions and experience of Russia and Armenia. Foreign Languages for Special Purposes, (4), 50-66. (In Russ.)
  34. Sirotova, A.A. (2021). Formation of integrated subject-language competence of students of educational institutions of higher education (on the example of non-linguistic areas of training). (Candidate dissertation, Saratov). (In Russ.)
  35. Solomatina, A.G. (2018). Teaching a foreign language for professional purposes course on the basis of the model of content and language integrated learning in an agricultural institution. Tambov University Review: Series Humanities, 23(173), 49-57. (In Russ.) https://doi.org/10.20310/1810-0201-2018-23-173-49-57
  36. Sysoyev, P.V. (2019). Controversial issues of the introduction of content and language integrated learning approach to teaching foreign language professional communication in Russia. Language and Culture, (48), 349-371. (In Russ.) https://doi.org/10.17223/19996195/48/22
  37. Sysoyev, P.V. (2021). Teacher training for content and language integrated learning at the university. Higher Education in Russia, (5), 21-31. (In Russ.) https://doi.org/10.31992/0869-3617-2021-30-5-21-31
  38. Tokmakova, Yu.V. (2019). Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme. Tambov University Review: Series Humanities, 24(183), 35-44. (In Russ.) https://doi.org/10.20310/1810-0201-2019-24-183-35-44
  39. Van de Craen, P. (2014). Content and language integrated learning, culture of education and learning theories. Brussels : Brussels Vrij e Universiteit, Department of Germanic Languages.
  40. Van de Craen, P., Mondt, K., Allain, L., & Gao, Y. (2007). Why and how CLIL works. An outline for a CLIL theory. Vienna English Working Papers, 16(3), 70-78.
  41. Votintseva, M.S. (2012). Content and language integrated learning is a language, professional mobility of students. (Candidate dissertation, Moscow). (In Russ.)
  42. Vronskaya, I.V. (1999). Methods of teaching English to preschoolers in various types of non-speech activities. (Doctoral dissertation, St. Petersburg). (In Russ.)
  43. Vronskaya, I.V. (2016). 105 English lessons for preschoolers. St. Petersburg: KARO Publ.
  44. Zhigadlo, V.E., Odinokaya, M.A., & Pyatnitskiy, A.N. (2018). The place of the subject-linguistic integrated teaching in teaching of the university discipline “A foreign language in professional activity”. Informatsionnoe Obshchestvo: Obrazovanie, Nauka, Kul'tura i Tekhnologii Budushchego, (2), 148-160. (In Russ.)
  45. Zorina, E.M. (2021). On the use of CLIL in a military university. International Research Journal, (6), 82-88. (In Russ.) https://doi.org/10.23670/IRJ.2021.108.6.112

Arquivos suplementares

Arquivos suplementares
Ação
1. JATS XML
Baixar

Согласие на обработку персональных данных с помощью сервиса «Яндекс.Метрика»

1. Я (далее – «Пользователь» или «Субъект персональных данных»), осуществляя использование сайта https://journals.rcsi.science/ (далее – «Сайт»), подтверждая свою полную дееспособность даю согласие на обработку персональных данных с использованием средств автоматизации Оператору - федеральному государственному бюджетному учреждению «Российский центр научной информации» (РЦНИ), далее – «Оператор», расположенному по адресу: 119991, г. Москва, Ленинский просп., д.32А, со следующими условиями.

2. Категории обрабатываемых данных: файлы «cookies» (куки-файлы). Файлы «cookie» – это небольшой текстовый файл, который веб-сервер может хранить в браузере Пользователя. Данные файлы веб-сервер загружает на устройство Пользователя при посещении им Сайта. При каждом следующем посещении Пользователем Сайта «cookie» файлы отправляются на Сайт Оператора. Данные файлы позволяют Сайту распознавать устройство Пользователя. Содержимое такого файла может как относиться, так и не относиться к персональным данным, в зависимости от того, содержит ли такой файл персональные данные или содержит обезличенные технические данные.

3. Цель обработки персональных данных: анализ пользовательской активности с помощью сервиса «Яндекс.Метрика».

4. Категории субъектов персональных данных: все Пользователи Сайта, которые дали согласие на обработку файлов «cookie».

5. Способы обработки: сбор, запись, систематизация, накопление, хранение, уточнение (обновление, изменение), извлечение, использование, передача (доступ, предоставление), блокирование, удаление, уничтожение персональных данных.

6. Срок обработки и хранения: до получения от Субъекта персональных данных требования о прекращении обработки/отзыва согласия.

7. Способ отзыва: заявление об отзыве в письменном виде путём его направления на адрес электронной почты Оператора: info@rcsi.science или путем письменного обращения по юридическому адресу: 119991, г. Москва, Ленинский просп., д.32А

8. Субъект персональных данных вправе запретить своему оборудованию прием этих данных или ограничить прием этих данных. При отказе от получения таких данных или при ограничении приема данных некоторые функции Сайта могут работать некорректно. Субъект персональных данных обязуется сам настроить свое оборудование таким способом, чтобы оно обеспечивало адекватный его желаниям режим работы и уровень защиты данных файлов «cookie», Оператор не предоставляет технологических и правовых консультаций на темы подобного характера.

9. Порядок уничтожения персональных данных при достижении цели их обработки или при наступлении иных законных оснований определяется Оператором в соответствии с законодательством Российской Федерации.

10. Я согласен/согласна квалифицировать в качестве своей простой электронной подписи под настоящим Согласием и под Политикой обработки персональных данных выполнение мною следующего действия на сайте: https://journals.rcsi.science/ нажатие мною на интерфейсе с текстом: «Сайт использует сервис «Яндекс.Метрика» (который использует файлы «cookie») на элемент с текстом «Принять и продолжить».