Needs Analysis Lithuania

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Needs Analysis Lithuania

  1. 1. Investigating into the Lithuanian Secondary School Teachers’ Needs for CLIL Dalia-Ona Pinkevi čienė Loreta Zavadskienė Institute of Foreign Languages Vilnius University Memebers of LATEFL 2 1st May, 2011 , Vilnius Presentation made at the 5 th International Conference “Languages for Work and Life: a Challenge for Teachers and Learners”
  2. 2. The Scope and Tool of the Survey <ul><li>Scope – 74 teachers from different regions in Lithuania </li></ul><ul><li>Tool - the questionnaire (questions grouped into the blocks of information): </li></ul><ul><li>The professional background of respondents </li></ul><ul><li>Their general understanding of CLIL </li></ul><ul><li>Their ability to apply CLIL to practice </li></ul><ul><li>The particular aspects of CLIL they think they need </li></ul><ul><li>The age groups to be targeted </li></ul><ul><li>The topics to be covered </li></ul>
  3. 3. Teacher Distribution According to the Regions of Lithuania
  4. 4. Teacher Distribution According to the Regions of Lithuania and Subjects Taught
  5. 5. Teacher Distribution According to the Type of School
  6. 6. Teacher Distribution According to the Length of Teaching
  7. 7. Teacher Distribution According to the Subject Taught
  8. 8. Teacher Distribution According to the Pedagogical Category
  9. 9. Teacher Distribution According to the Level of English
  10. 10. Teacher Distribution According to the General Knowledge about CLIL
  11. 11. Teacher Distribution According to the Sources of Information about CLIL
  12. 12. Teacher Distribution According to the Ability to Plan a CLIL Lesson
  13. 13. Teacher Distribution According to the Intention to Participate in the “Green English in CLIL” Course
  14. 14. Teacher Distribution According to the Most Important Aspects of the “Green English in CLIL” Course
  15. 15. Teacher Distribution According to the Opinion in which Classes the Course “Green English in CLIL” should be Taught
  16. 16. Teacher Distribution According to the Opinion on the Length of the “Green English in CLIL” Course
  17. 17. Teacher Distribution A ccording to the Form of Teaching the Course
  18. 18. Topics to be Covered <ul><li>Pollution of the Baltic Sea </li></ul><ul><li>Stabilization of sand dunes </li></ul><ul><li>Rising sea levels </li></ul><ul><li>Seaside littering </li></ul><ul><li>Recession of beaches </li></ul><ul><li>Oil platforms in the Baltic Sea </li></ul><ul><li>Coastal erosion & coastal defences </li></ul><ul><li>Saving flora & fauna of the Baltic Sea </li></ul><ul><li>Pollution of rivers </li></ul><ul><li>Surface water quality </li></ul><ul><li>Sunken ships at the coast of Denmark </li></ul>Water: Water Lithuania Things Latvia Energy Estonia
  19. 19. Implications <ul><li>More teachers of English than subject teachers participated in the survey. </li></ul><ul><li>The majority of respondents has basic understanding of CLIL matters and is aware of the promising future prospects of this modern approach. </li></ul><ul><li>The teachers of English possess more information on teaching CLIL than subject teachers. </li></ul><ul><li>The respondents in both groups emphasize the need for CLIL methodology, lesson planning and material development. </li></ul><ul><li>The course of CLIL is in great demand. </li></ul>

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