Applying CLIL at the Estonian Academy of Security Sciences Language Centre 10th May 2013
Dec 31, 2015
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)
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
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
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
• 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
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
Thank you for your attention!