In this modern time, knowledge of languages is very desirable and necessary.
Every person is expected to know at least one foreign language. A lot of researches think that
this kind of learning is the best at young age. That is why knowledge acquired at this age is
better, because children’s brains are the most sensitive when it comes to this kind of learning.
A child with strengthened synapses in the area of language will later be able to learn
vocabulary and grammar in an easier way. The most suitable method for initial learning of the
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foreign language should be the one that is similar to the natural acquisition of the first
language. We can achieve this with the method of Content and Language Integrated Learning
(CLIL). We focused on this method in our thesis. We presented general characteristics of such
lessons. We were wondering how the Slovenian teachers and students, who participated in
classes according to the CLIL method, perceive this way of learning. Therefore, in the
empirical part we analysed two questionnaires, which were filled in by the pupils and the
teachers. We found that most teachers are familiar with and accept this method of teaching
foreign languages in Slovenia. The pupils, who have participated in such classes, accept this
way of learning and are mostly satisfied with it. They do not have negative opinion on the
impact of foreign language learning on their first language but the teachers are quite
undecided about that. There was no correlation between teachers and pupils of the same
school. Pupils think that they would learn more if the lessons were always taught in the
Slovenian language. Teachers of the same school mostly think that the quality of content
knowledge is not inferior because of teaching in the foreign language. Teachers enable
understanding of content with the use of non-verbal visualization (body language, gestures,
pictures, concrete materials …)
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