CONTENT-AND-LANGUAGE INTEGRATED LEARNING AND TEACHING SCIENTIFIC UKRAINIAN TO 10TH-GRADE STUDENTS OF SECONDARY SCHOOL MAJORING IN NATURE AND MATHEMATICS
DOI:
https://doi.org/10.17721/2663-0303.2021.6.05Abstract
Background. More and more secondary school students in Ukraine and Europe are opting nowadays to stream for Nature and Mathematics, which is preconditioned by the increased demand for the professionals in these areas. In this context, Scientific Ukrainian could be packaged into content learning of a range of science disciplines such as Physics, Mathematics, Chemistry, and others if the appropriate CLIL framework is provided both for contact and distant learning and teaching. As the researchers claim (D.Koyl & D.Marsh), it is the development of speech operations and actions that affects knowledge and skills accumulation on the content level.
Purpose: The purpose of the article is to revisit the instructional capacities of Scientific Ukrainian based on the syllabi and textbooks for the 10th-grade secondary school students majoring in nature and mathematics. The aim is to ground the dual focus on Scientific Ukrainian and content learning in upper- secondary school.
Results and Discussion: Our theoretical speculations have led the authors to the conclusion that the language component of learning and teaching Scientific Ukrainian to 10th grade students should involve lexicography and working with dictionaries, lexicology and mastering the terminology, text search in media resources and its analysis, syntax of the scientific language and scientific text production. According to our observations, most Ukrainian 10thgrade secondary school students majoring in nature and mathematics are keen to master scientific Ukrainian for future careers related to the fields of Physics, Chemistry, Biology and Mathematics. The distant CLIL instruction was carried out with the involvement of platforms and tools such as GoogleDocs, Zoom, Padlet, Prezi, Kahoot, Quizlet. The empirical part of the study, with 26 10th- grade students and their teacher of Ukrainian participating, has clearly demonstrated the advantages of CLIL in enhancing both content learning and language competence. Despite positive results observed, more research efforts should be channeled to the development of the criteria to assess every content component of Scientific Ukrainian as well as to enhancing cooperation between content and language teachers to create opportunities for using the new language resources by students in curriculum planning.
Key words: content-and-language integrated learning, Scientific Ukrainian, distant teaching and learning, nature and mathematics.
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