Applying CLIL at the Estonian Academy of Security Sciences Language Centre 10th May 2013

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

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

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!

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)

Applying CLIL - Response to intimate partner violence incidents Epp Leibur, Language Centre Ülle Vanaisak, Police and Border Guard College

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)

CLIL Task: 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

Procedure read the article, prepare the presentation plan, find keywords,translate them into Estonian – this material to the language teacher get feedback, make changes, prepare presentation slides - this material to the language teacher get feedback, make changes, if necessary - this material to the language teacher get feedback, the final material to the subject teacher and the language teacher.give a presentation at the seminar

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.

Teaching experience: surveillance tactics in prison and Russian Krislin Pärt Merle Tammela

Our pre-story Krislin learned as a student in the Estonian Academy of Security Sciences and Merle was her Russian lecturer; Krislin worked as a prison officer in different Estonian prisons; Merle visited different prisons as a “work shadow” In 2012 Krislin started working as a teacher in the Academy of Security Sciences

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 !

Keywords - how we did it? Schedule Cooperation Teaching subject Teaching language Teaching the subject and the language at the same time Examination

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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