applying clil at the estonian academy of security sciences
DESCRIPTION
Applying CLIL at the Estonian Academy of Security Sciences. Language Centre 10th May 2013. 2009/2010 – joint task – presentation (distance learning and day studies) – articles provided by s ubject teacher : - PowerPoint PPT PresentationTRANSCRIPT
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Applying CLIL at the Estonian Academy of Security Sciences
Language Centre
10th May 2013
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Correctional Psychology and Professional English 1/2
• 2009/2010 – joint task – presentation (distance learning and day studies) – articles provided by subject teacher :– Summary in the Estonian language (to the subject teacher)
and presentation in English + discussion in English
• 2010/2011 – joint task – presentation (day studies; 2 English lecturers + subject teacher) – journals provided by lecturers:– Summary in the Estonian language (to the subject teacher)
and presentation in English + discussion in English.
– Feedback (likes, dislikes, recommendations).
– Online dictionary
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Correctional Psychology and Professional English 1/2
• 2011/2012 – I student conference (E. Raska lecture hall) – articles chosen by students):– Moderators (students of the College of Justice), 4 topics,
coffee break, feedback session
– Online dictionary (BeSt)
• 2012/2013 – new subject teacher, II student conference
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Document check + professional English and professional Russian
• Positive:- Real life situations – different foreign languages;- Facilitated acquisition of specific vocabulary; - Readiness to switch between languages- Teacher’s help/support- Immediate feedback- Recorded situations – analyse the use of language- Feedback on you activity (watching and analysing the
recordings)- Definitely continue such activities!
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Document check + professional English and professional Russian
• Some ideas for the future:– Tension in the classroom – a lot of teachers– More preparation time– Take such activities outside the classroom (to
the training depot)
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Applying CLIL - Response to intimate partner violence
incidents
Epp Leibur, Language Centre
Ülle Vanaisak, Police and Border Guard College
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Students:
•second-year distance learning students, Police and Border Guard College, B1-B2
Subject:
• 2 credits, pass/fail exam
• 16 classroom hours (4 hours of CLIL)
• 36 self- study hours (18 hours of CLIL)
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CLILTask: read an IPV-related research article in English and give a presentation about it at a seminar
• group work – four 4-student groups
•subject lecturer- chose the articles and
devised the procedure
• language teacher – gave assistance to
students with language during the
preparation phase and at the seminar
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Procedure• read the article, prepare the presentation plan, find 10-
12 keywords,translate them into Estonian – e-mail this material to the language teacher
• get feedback, make changes, prepare presentation slides - e-mail this material to the language teacher
• get feedback, make changes, if necessary - e-mail this material to the language teacher
• get feedback, e-mail the final material to the subject teacher and the language teacher
• .give a presentation at the seminar
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Conclusion
• Our cooperation was effective.• Students gained some new knowledge of the
subject of intimate partner violence and professional English as well as improved their interpersonal skills.
• Research articles should be of approximately the same length and level of difficulty.
• In order to have meaningful discussions after presentations, students’ English level should be at least B2.
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Teaching experience:surveillance tactics
in prison and Russian
Krislin Pärt
Merle Tammela
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Our pre-story
• 2003 -2006Krislin learned as a student in the Estonian Academy of Security Sciences and Merle was her Russian lecturer;
• 2005-2010 Krislin worked as a prison officer in different Estonian prisons;
• 2010 - 2012 Merle visited different prisons as a “work shadow”
• In 2012 Krislin started working as a teacher in the Academy of Security Sciences
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Teaching process
Surveillance and tactics
Russian language
Two subjects - how to put them together?
One teacher knows the subject and the other knows the language, students need to
know both!
Not teaching but learning together !
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Keywords - how we did it?
• Schedule
• Cooperation
• Teaching subject
• Teaching language
• Teaching the subject and the language at the same time
• Examination
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Pros and cons
Pros• Interesting – diverse
learning prosess (tandem work), active communication during lessons
• Instructive – lessons gave students courage to use Russian in the workplace
• Practical input and output - provide practical skills
Cons• Expensive – two teachers
in one lesson at the same time
• Doesn´t work with large groups
• Different language level
• Students´ attitude, motivation
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Thank you for your attention!