Criteria for producing CLIL learning material

This article first describes some general criteria that can be applied to the development of any type of learning materials. Second, the article lists criteria for creating CLIL (content and language integrated learning)-specific learning materials, and provides examples of how to apply each proposed criterion whilst also providing a corresponding rationale with references. Third, additional requirements pertaining, among others, to technical, environmental and social issues that apply equally to CLIL and non-CLIL materials are presented. This article aims to serve as a practical tool for CLIL materials development, hence it uses an atypical format and structure.Este artículo describe en primer lugar un conjunto de criterios que pueden aplicarse a la elaboración de cualquier tipo de material docente. En segundo lugar, el artículo ofrece una lista de criterios para crear materiales de aprendizaje CLIL específicos, sugiriendo ejemplos de cómo aplicar cada criterio, al tiempo que su justificación teórica. En tercer lugar, presenta una serie de requisitos adicionales relacionados, entre otras, con cuestiones técnicas, ambientales y sociales que pueden aplicarse tanto a materiales CLIL como a otros materiales. Al ser el objetivo del artículo servir de herramienta práctica para la elaboración de materiales CLIL, el artículo presenta un formato y una estructura atípicos

Hiliskeelekümblusprogrammi jätkusuutlikkus

Uuringus võetakse kokku koolide teadmised ja kogemused, et neid saaks rakendada keelekümblusprogrammi huvides ning üleminekul eestikeelsele aineõppele vene õppekeelega koolides. Aruanne heidab andmete analüüsi alusel hiliskeelekümblusprogrammile sõbraliku ja konstruktiivse, ent samaaegu kriitilise pilgu. Uurija loodab, et aruandes esitatud faktid, arvud ja arvamused pakuvad aluse, millele toetudes saab teadlikumalt arutada ning analüüsida programmi kulgu, seisu ja tulevikku. Uuringut tehes ning tulemusi üldistades oli uurija lõppeesmärk jagada keelekümbluse huvirühmadega teavet ja ideid, mis aitaksid programmi süsteemselt täiendada, nii et õpilased saaksid sellest veelgi suuremat kasu

Navigating management and pedagogical complexities in bilingual education : an Estonian case study

This thesis on management and pedagogy in bilingual education details the development of Estonia's early and late Estonian-language immersion programmes in a context where a need for increased social cohesion underpinned programming, political will was mobilised and leadership was distributed among stakeholders, Genesee (2003: 17) considers the Estonian early immersion programme as one of the most carefully planned of its kind. The research study documents management and pedagogical practices, including the ideational forces and concrete mechanisms that have contributed to the development of sustainable programming. Beardsmore (2007) calls for additional studies that simultaneously investigate pedagogy and management in bilingual education. The study incorporates action research, as the researcher investigated the development of a programme he had helped to co-manage and acted as an informant for the study. The personal account is grounded in an analysis of programme planning and reporting documents and of data from interviews with government decision-makers, and in a case study of four schools offering late immersion. Students, parents, deputy headteachers and headteachers were surveyed. Fifty-one lessons were observed. This case study of language immersion, with its successes and setbacks, is also grounded in a literature review that explores the concepts of bilingualism, bilingual education, stakeholding, distributed leadership, professional learning communities and pseudo-communities. The review also examines the economic and cognitive benefits of bilingualism. The study is further informed by moderate social constructivism, and complexity theory. Bilingual education is thus situated in a larger ecology of structural interdependencies. It is argued that know ledge about these concepts, and their interdependencies can potentially be used to build contexts favourable for bilingual education. A large number of assumptions, beliefs and pedagogical practices, as well as forces, mechanisms and counterweights were found to influence immersion programme development. Individual teacher assumptions, beliefs and practices tended to fall on a continuum between fostering or it is argued undermining student learning. All three were identified as having considerable impact on learning environments. In particular, the study revealed challenges faced by teachers in integrating content and language. Planning mechanisms such as results-based management frameworks were crucial in programme development. However, these mechanisms were in and of themselves inert, being powered by forces such as stakeholder inclusion, a belief in immersion, and stakeholder learning. Whilst an Immersion Centre that led and coordinated programming was a central component in programme development, this mechanism was fuelled by the moral authority of its staff, their sense of mission, and dialogue for partnership. Maintaining balance through counterweights such as accountability for process with accountability for results also contributed to programme success. The thesis proposes a redefinition of the terms CLIL (content and language integrated learning) and bilingual education. The thesis also argues that stakeholders such as educators and managers need to develop complexity competence which includes a high degree of competence in a wide range of fields and heightened meta-cognitive, meta-affective and meta-social skills. Two frameworks are offered for identifying and navigating key elements of the complexities of bilingual education - one is primarily pedagogically focused (A Continuum for Bilingual Education) and the other is primarily management focused (A Reciprocal Co-evolutionary Paradigm for the Development of Bilingual Education).<

Keelekümblusprogrammi jätkusuutlikkus

Õpetajate toetamine on koolijuhtide ja Keelekümbluskeskuse tähtsaim ülesanne. Käesolev uurimistöö selgitab välja, milliseid samme on astutud uute õpetajate lõimimiseks keelekümblusprogrammi. Tõstes teadlikkust tõhusatest lõimimisvõtetest, saavad Keelekümbluskeskus ja koolid paremini uusi õpetajaid toetada ning programmi arendada. Uurimistöö soovib anda koolidele olulist infot programmi edust ja kitsaskohtadest ning loob lisavõimaluse arendada partneritevahelist kahekõnet programmi kulgemise üle

DIAGNOSTIC REPORT

The final report on the first phase (2013) of the “Development of the strategic directions for education reform in Kazakh- stan for 2015-2020” project was implemented by the Graduate School of Education at Nazarbayev University on behalf of the Ministry of Education and Science of the Republic of Kazakhstan. The purpose of this research is to conduct a diagnosis of the education system of the Republic of Kazakhstan in order to identify the strengths and weaknesses of the educational system and the subsequent identification of areas for further modernization at each level

DIAGNOSTIC REPORT

The final report on the first phase (2013) of the “Development of the strategic directions for education reform in Kazakh- stan for 2015-2020” project was implemented by the Graduate School of Education at Nazarbayev University on behalf of the Ministry of Education and Science of the Republic of Kazakhstan. The purpose of this research is to conduct a diagnosis of the education system of the Republic of Kazakhstan in order to identify the strengths and weaknesses of the educational system and the subsequent identification of areas for further modernization at each level