1. Siret Piirsalu Elle Sõrmus Kateriina Rannula Applying CLIL in Research Methodology Module at Tallinn Health Care College 1 Tallinn 2013

2. Content CLIL Tallinn Health Care College Research Methodology Module Cooperation of lecturers 2

3. CLIL Innovative methodology since 90’s Language learning included in content classes Content from subjects in language-learning classes Development of learning skills supports the achievement of content language goals 3

4. Tallinn Health Care College 7 Applied Higher Education Curricula - Chair of Nursing - Chair of Midwifery - Chair of Dental Technician - Chair of Optometry - Chair of Occupational Therapy - Chair of Pharmacy - Chair of Health Promotion 3 Vocational Education Curricula (Baby sitter, Emergency technician, Care worker) 4

5. 5 30 years – teaching professional language Past 3 years – applying CLIL to all specialities Estonian language is taught: - native language - second language for special purposes - academic language - English language in all curricula - Russian language mainly as an elective subject

6. Research Methodology Module Cooperation between lecturers - Estonian language, English, Information search, and Research Methodology During 1 st course, usually autumn semester 6 ECP, (50 % independent work), Estonian and English 26 h, Information search 18 h, Research Methodology 8 h 6

7. Research Methodology Module The goals of the module are to teach students to use evidence-based information in developing one’s profession, to develop knowledge about the aims and principles of research in nursing science and about theoretical and practical skills in writing a research paper. 7

8. Research Methodology Module Basic skills and knowledge to compile and present papers in accordance with the requirements of THCC Module is passed with a speciality-focused oral presentation of the written report using scientific, evidence – based data 8

9. Research Methodology Module Each lecturers have separate responsibilities Research Methodology lecturer introduces the databases (Ebsco, Cinahl, etc); topics for reports E.g. First aid - Trauma, concussion, brain damage, contusion, fracture, shock, CPR, unconsciousness, injury, bleeding, mouth-to mouth 9

10. Research Methodology Module Information search lecturer – databases, reports, presentations References: Russak, S. (2009). Suuõõne hügieen. http://www.ut.ee/tervis/hambad/p4_1.htm (12.12.2011). Salum, T. (2010). Hügieen proteetikas. Hammas, 3, 34-37. Soo, T. (2008). Suuõõne individuaalne hügieen. Tallinn: Medicina. 10

11. Research Methodology Module English language lecturer – professional English terminology, reading and analyzing authentic texts E.g. haemorraghe – bleeding Intestine – bowel – gut oesophagus - gullet 11

12. Research Methodology Module /../Patient was referred to the radiology department where X-rays were taken of the skull and right arm. The radiologist who interpreted the X-rays found no fractures of the skull or of the facial bones. Nor was there any evidence of intracranial haemorraghe or cerebrovascular lesions /.../ /.../a fissure of the right ulna was detected.The lacerated cut on the right eyebrow was sutured with two stitches in local anaesthesia and bandaged /.../ 12

13. Research Methodology Module Estonian language lecturer: academic use of language, reports, text formation, style levels E.g. Tutikud (swabs) - steriilsed vatipadjakesed manustama (administer) – rohtu andma 13

14. Evaluation Criteria of the Module Specific evaluation criteria Pass / no pass Lecturers evaluate the part they are responsible for Students need an evaluation from all lecturers involved 14

15. CLIL in the Module Integrating several subjects Safe learning environment Building student confidence Accessing and using authentic and current materials Meeting students language needs and interests Peer evaluation Fostering critical thinking 15

16. 16 THANK YOU!