جۆری توێژینهوه: Original Article
English Department, College Of Languages, Sulaimani University
The Region’s extremely young and rapidly expanding population continues to push for further growth in the overall capacity of the sector and such developments also enabled the education system of Kurdistan Region of Iraq to require more teachers, students, and employees to improve communication abilities in English language conversation.
This paper is about the effectiveness of selected contents and language integrated learning (CLIL) principles - ‘the 4Cs framework’ and ‘the language Triptych’ in teaching an English Conversation course at the Language and Culture Center, University of Sulaimani. The study hypothesizes that CLIL principles have positive effects on students’ speaking competence. As a result, this paper shows that learning a language through a content/theme-based is one of the best methods to get control of both knowledge and language together. Integrating the 4Cs’ elements content, cognition, culture, and communication helped the conversation course to sustain effectively by design suitable activities, and detailed lesson plan, which enhance content and language production. Moreover, the facets of the language Triptych: language OF learning and language FOR learning facilitated language THROUGH learning to project, and the participants started speaking spontaneously.
- Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press.
- Banegas, D. (2012). CLIL teacher development: Challenges and experiences. Journal of Content and Language Integrated Learning, 5(1), 46-55. doi: doi:10.5294/laclil.2012.5.1.4
- Bruton, a. (2013). CLIL: some of the reasons why …. and why not. System, 41(3), 587-597.
- Cortacans, E. (2013). Speaking in the CLIL classroom. To what extent do teachers and students use English in the classroom? (4th). Facultat d’Educació, Traducció i Ciències Humanes Universitat de Vic.
- Coyle, d., hood, p., & marsh, d. (2010). CLIL content and language integrated learning. Cambridge: Cambridge university press.
- Coyle, D. (2014). What is the 4 Cs teaching framework? 4/7 [Video]. Retrieved from https://www.youtube.com/watch?v=UWzkYDiKQE4
- Crandall, J. (1994) Strategic integration: Preparing language and content teachers for linguistically and culturally diverse classrooms, in Alatis, J. E. (ed.) (1994) Georgetown University Roundtable on Languages and Linguistics. Strategic Interaction and Language Acquisition: Theory, Practice, and Research, Washington, DC: Georgetown University Press.
- Devos, N. (2016). Peer Interactions in New Content and Language Integrated Settings (24th ed.). Switzerland: Springer International Publishing.
- Frazier, L., & Mills, R. (2015). North Star Listening and Speaking 2 (4th ed.). USA: Pearson Education.
- Freire, P. (1972). Pedagogy of the Oppressed. Oxford: Oxford University Press.
- Hanesova, D. (2015). History of CLIL. In S. Pokrivčáková, CLIL in Foreign Language Education (pp. 7-14). Nitra: Constantine the Philosopher University. Retrieved from https://www.academia.edu/19337718/CLIL_in_Slovakia_projects_research_and_teacher_training_2005-2015_
- Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 213-217. Retrieved from https://www.depauw.edu/files/resources/krathwohl.pdf
- Lifelong Learning Programme. (2015). Playing CLIL: Content and Language Integrated Learning Inspired by Drama Pedagogy [Ebook]. Retrieved from http://www.playingclil.eu/this-is-the-playingclil-ebook/
- Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms (20th ed.). Amesterdam: John Benjamins Publishing Company.
- Scott, D., & Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer assisted language learning. London: ICF GHK Watling House. Retrieved from https://www.ecml.at
- Vives, I., & Gales, N. (2015). Interview Reflecting on CLIL innovation. An interview with Do Coyle and Elisabet Pladevall. Bellaterra Journal Of Teaching & Learning Language & Literature, 8(1), 86-93. doi: http://10.0.21.189/rev/jtl3.610
- Zafiri, M., & Zougsneli, K. (2017). Toward an Understanding of Content and Language Integrated Learning Assessment (CLILA) in Primary School Classes: A Case Study. Research Papers In Language Teaching And Learning, 8(1). Retrieved from https://www.academia.edu
- Zydatiß, W. (2017). Professional challenges faced by non-native CLIL teachers. In J. Agudo, Native and Non-Native Teachers in English Language Classrooms: Professional Challenges and Teacher Education (26th ed., pp. 273-280). Germany: De Gruyter.