Slovakia-by Maria Badinska_Study Visit 2013-189-ES (Barcelona)


Published on

Slovakia. Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Maria Badinska. Visit the web:

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Slovakia-by Maria Badinska_Study Visit 2013-189-ES (Barcelona)

  1. 1. Language learning spaces: diversity and transversalityInternational Communication as a Study ProgrammeMaria BadinskaMatej Bel UniversityFaculty of International Relations and Political ScienceDepartment of Foreign Languages and International CommunicationBanská BystricaSlovakia
  2. 2. Knowledge Society , plurilingualism, the responsibilities ofuniversities regarding the area of languages• The expectations of the Knowledge Society are asfollows:• communication on multiligualism,• integration of new technologies, blendedlearning• CLIL, competence-based methodology,• interdisciplinary approach,• cognitive and effective approach,• fostering creative and critical thinking,• learner-centered approaches and curriculum.
  3. 3. Coherent European Language Policy• societal multilingualism and individual plurilingualism• White Paper on Teaching and Learning of 1995• The Bologna Declaration of June 1999 put in motiona series of reforms needed to make European HigherEducation more compatible and comparable• The Barcelona Council in March 2002
  4. 4. These long-lasting efforts of heads of states and governments are supportedby the following documents:• Action Plan 2004 – 2006 – Promoting Language Learning and LiguisticDiversity• A New Framework Strategy for Multilingualism which complementsAction Plan• Strategic framework for the Open Method of Coordination in Educationand Training - ET 2020 (adopted on May 12, 2009), it contributes to theBologna intergovernmental process in the field of higher education•• CLIL – Content and Laguague Integrated Learning•
  5. 5. The new interdisciplinary programme“ International Communication” - CLIL model• was established at the Faculty of International Relation andPolitical Science in BB Slovakia and reflects all the above-mentioned EU requirements• „ The objective of this program is the development of theknowledge, skills and learning strategies of the students inthe field of their specialization and their application in theinternational arena, theory of politics and politicalsystems“.• „Students are expected to grasp and discuss the issue ofthe target language, that is history, life and institutions,international position and the role of affected country( Assoc. Prof. L. Tito, the head of the department)“
  6. 6. CCCC• The following priciples can be said to drive theCLIL model ( Mehisto, P., Marsh, D., Frigols, M.J.,p. 31):• cognition,• comunity• content and• communication.• These priciples can serve as a reference point forlesson planning.
  7. 7. CALLACongnitive Academic Language Learning Approach• The CALLA model includes three components and instructionalobjectives:• topics from the major content subjects (through the introductionof content, CALLA teachers strive to enable students to experiencesuccess through teaching in depth rather than in breath usinghigher-order thinking skills).• the development of academic language skills (includes fourlanguage skills – listening, speaking, reading, and writing. Languageis used as a functional tool for learning academic subject mater.Students learn the language functions that are important forperforming effectively in the content area, such analyzing,evaluating, justifying, and persuading)• instructions in learning strategies for both content and languageacquisition (three major types of strategies – metacognitive,cognitive and social/affective). (Chamot, O´Malley, 1994, 10).
  8. 8. Critical Thinking• Critical thinking can be described as mental processes thatlearners use to plan, describe and evaluate their thinking andlearning. It is self-directed thinking and thus fundamentallearning. By working to improve the quality of our thinking,we improve learning (Mehisto, P., Marsh, D., Frigols, M.J.,2008, 153).• The most widely known models of critical thinking is Bloom´staxanomy ( developed and modified by Anderson andKrathwol ) and Paulian framework which provide the basisfor improving students autonomy by developing higherlevels of thinking.•
  9. 9. Critical Thinking for English Language Teachin (EFL) CurriculumUniversity of Oregon, course instructor: Ms Sherie Henderson• Lesson Plan (Maria Badinska - Slovakia, Marla Papango –Philipinnes )• Title of Lesson: American Studies, Constitutional AmendementsToday – Amendemnt 1: Individual FreedomsI. Briefly describe, in one sentence, your LessonThrough reading and discussion, the students will be able toexplain the concept of individual freedoms (Amendment l) andbe able to apply it to everyday life.II. PrerequisitesIII. Instructional objectives for the lessonIV. Supporting activities for objectivesV. Continued development of critical thinkingSee the attached plan
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.