Analiza vsebinsko in jezikovno integriranih aktivnosti v učbenikih za učenje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole

Srejš, Nina (author), Dagarin Fojkar, Mateja (mentor)

Vsebinsko in jezikovno integrirano učenje (kratica VJIU, angl. CLIL – Content and Language Integrated Learning) v Evropi postaja vse bolj priljubljena metoda poučevanja. Gre za široko zastavljen koncept, ki v okviru pouka tujega jezika omogoča razvijanje medpredmetnih spretnosti. Na podlagi literature, ki smo jo predstavili v teoretičnem delu magistrske naloge, smo ugotovili, da obstaja potreba po analizi aktivnosti za vsebinsko in jezikovno integrirano učenje v potrjenih učbenikih za poučevanje angleščine kot tujega jezika. Raziskali smo pogostost in kvaliteto tovrstnih aktivnosti v učbenikih za poučevanje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole ter ugotavljali, katere so njihove medpredmetne povezave. V ta namen smo izdelali kontrolni seznam s kriteriji, s pomočjo katerih smo evalvirali šest učbenikov za 4. razred osnovne šole in pet učbenikov za 5. razred osnovne šole, ki so bili potrjeni v šolskem letu 2021/2022. Rezultati raziskave kažejo, da lahko v vseh aktualnih učbenikih za poučevanje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole najdemo vsebinsko in jezikovno integrirane aktivnosti. Preko raziskave smo prišli do ugotovitve, da lahko s pomočjo izdelanega kontrolnega seznama uspešno analiziramo in evalviramo VJIU aktivnosti. Ugotovili smo v kolikšni meri aktivnosti za vsebinsko in jezikovno integrirano učenje izpolnjujejo določene kriterije kakovosti in katera učbenika izpolnjujeta največ ciljev različnih nejezikovnih predmetov. Magistrsko delo bo vplivalo na didaktiko poučevanja angleščine, natančneje na analizo učbenikov z vidika vsebinsko in jezikovno integriranega učenja. Predvidevamo, da bomo izdelane kriterije kakovosti lahko uspešno uporabili za vrednotenje vseh aktivnosti za VJIU iz učbenikov za poučevanje angleščine kot tujega jezika v 4. in 5. razredu osnovne šole. Pričakujemo, da bo analiza učiteljem pomagala izbrati najustreznejši učbenik za izvajanje aktivnosti za VJIU pri pouku angleščine. Kontrolni seznam s kriteriji kakovosti jim bo služil kot orodje, s pomočjo katerega lahko ocenijo tudi druge VJIU aktivnosti, ki bi jih želeli uporabiti pri pouku ali samostojno ustvariti.

• Language: Slovenian
• Keywords: angleščina
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-140732
• COBISS.SI-ID: 121469187
• Publication date in RUL: 27.09.2022

Secondary language

• Language: English
• Title: Analysis of content and language integrated activities in textbooks for learning English as a foreign language in grades 4 and 5 of primary school

Abstract

Content and Language Integrated Learning (CLIL) is becoming an increasingly popular teaching method in Europe. It is a broad concept that allows the development of cross-curricular skills in the context of foreign language teaching. On the basis of the literature presented in the theoretical part of the thesis, we found that there is a need to analyse the activities for Content and Language Integrated Learning in validated textbooks for teaching English as a foreign language. We investigated the frequency and quality of such activities in textbooks for teaching English as a foreign language in grades 4 and 5 of primary school, and identified their cross-curricular links. To this end, we created a checklist with criteria to evaluate six textbooks for grade 4 and five textbooks for grade 5 of primary school approved for the 2021/2022 school year. Results show that all the current textbooks for teaching English as a foreign language in years 4 and 5 of primary school have integrated activities in terms of content and language. Through the research we have come to the conclusion that CLIL activities can be successfully analysed and evaluated with the help of our checklist. We found out to what extent the activities for content and language integrated learning meet certain quality criteria and which textbooks meet most of the objectives of the different non-linguistic subjects. This Master's thesis will have an impact on the didactics of English teaching, more specifically on the analysis of textbooks from the perspective of content and language integrated learning. We foresee that the developed quality criteria can be successfully used to evaluate all the CLIL activities in textbooks for teaching English as a foreign language in the 4th and 5th grades of primary school. We expect that the analysis will help teachers select the most appropriate textbook for implementing CLIL activities in English lessons. The checklist with quality criteria will serve as a tool for them to evaluate other CLIL activities that they might want to use in their lessons or create themselves.

• Keywords: Content and Language Integrated Learning (CLIL)