1. www.pc.ut.ee Tartu University Pärnu College

2. Developing content-specific competences through integrated language learning Reet Soosaar Tartu University Pärnu College 15 March 2012 www.pc.ut.ee

3. Why? How? www.pc.ut.ee Reconsidering teaching practices Integrated content and language learning Project-based language learning

4. Reconsidering teaching practices Teacher-controlled versus student-led learning Traditional foreign language learning versus communicative approach „ The centrality of student experience and the importance of encouraging active student learning rather than a passive reception of knowledge“ (Cummins, 2005). www.pc.ut.ee

5. Integrated content and language learning 4 Cs FRAMEWORK (Coyle, Hood, March) CONTENT COMMUNICATION COGNITION CULTURE

6. Content and language integrated learning  progression in knowledge, skills and understanding of the content;  engagement in associated cognitive processing;  interaction in the communicative context;  development of appropriate language knowledge and skills;  the acquisition of intercultural awareness, which is in turn brought about by the positioning of self and „otherness“. (Coyle, Hood, Marsh) www.pc.ut.ee

7. Project-based learning PBL is a methodological approach based on contextualized cooperative learning whose implementation fosters the development of learner’s cognitive, social, and communicative skills through their engagement in the execution of authentic tasks (Willis and Willis, 2007). promoting cooperative learning; learning process interactive; language learning involves all skills - reading, writing,speaking, listening, and interaction; focus on content and output; developing interpersonal skills. www.pc.ut.ee

8. Recycling of integrated skills write to speak write to read listen to speak read to speak listen to write www.pc.ut.ee

9. https://projects.zoho.com TÜ Pärnu kolledž, www.pc.ut.ee

12. putting theory into practice; acquiring content knowledge; using specific vocabulary; developing content-based competences; collaborating and working towards the goal; understanding the importance of teamwork. www.pc.ut.ee Outcomes

13. Surveys using project work for learning the content of project- management and marketing/advertising served its purpose; the whole process valuable; creativity, innovative ideas; material for content introduction sufficient for completion of tasks; assessment of teamwork; monitoring and feedback; meeting task deadlines. www.pc.ut.ee

14. Sources Coyle, D., Hood, P., Marsh, D.(2010). CLIL Content and Language Integrated Learning. Cambridge University Press. Dooly, M., Masats, D. (2011). Closing the loop between theory and praxis: new models in EFL teaching. ELT Journal Volume 65/1 January 2011. Oxford University Press. Gu, P.(2011). Challenges to Project-based Computer-assisted Language Learning for Professional Communication in China. IEEE Transactions on Professional Communicatio n, Vol.54, No.3, September, 2011. www.pc.ut.ee

15. Thank you! Questions? reet.soosaar@ut.ee www.pc.ut.ee