Session Information
31 SES 08 B, Teacher Effectiveness in Foreign Language Education: Competences and conceptions
Paper Session
Contribution
Starting from 2016 the education system in Kazakhstan began to change in the direction of the trilingual education. There are many reasons for this, one of the main ones, which is the “Development Program of Kazakhstan - 2030”, for which Kazakhstan should enter the top 30 countries of the world. The current program states it that the Kazakhstani education should become high quality to enable Kazakhstani people to become competitive at the global labor market, to give them an opportunity to enter best world universities, to be mobile and able to learn all life. Doing that, one should not forget about the importance of developing a harmonious person with high moral values and national identity, a person who is world-minded, but never forgets his “roots”. Since the main reason is competitiveness not only in Kazakhstan, but also in foreign countries, the main branch of development is the study of languages by students. Students in grades 10-11 will need to study science subjects in English. Some of the humanities teaching in Russian and Kazakh languages. It would be a problem to switch to English at once, so the government decided to test the Nazarbayev Intellectual Schools across the country. Students in grades 11 and 12 of these schools study basic subjects in a third language. Prior to this, subjects were taught in the first and second language, English is the third language for them. To prepare teachers for the transition to English-language teaching were introduced discipline in English teaching in higher education institutions. Also for teachers with experience, English courses are held, where they acquire level B1-B2 and teaching methods in English. We ourselves are also teachers who teach physics in English in one of these schools. we encountered some difficulties and, as they appeared, solved it in various ways, when teaching a subject in a third language. Therefore, the purpose of our research is to determine the features of teaching physics in English. To achieve this goal, the following tasks were identified: to determine the level of English in students and teachers at the initial stage of the research; introduce the methodology of subject-language integrated learning and identify positive and negative aspects of using this approach; to determine the features in the study of physics in English by analyzing the data and feedback; identify methods for improving teaching in English. he study involved high grade students and the methodical association of physics.
We can assume that this study will help teachers who teach in English (as a third language) the science, because here we have identified the features of teaching in English and identified the main difficulties that exist and how to overcome them.
Method
Based on the objectives of the research, to determine the level of English of students and teachers at the initial stage of the research, the results of t IELTS and APTIS tests were analyzed. There were also considered separately all four language skills: reading, listening, speaking and writing. It should be noted that among students in grade 12, the average indicator of these tests was greater than that of teachers. To determine the effectiveness of the proposed methods, the main group and the control group were selected. At the end of the research, the reflection and feedback of students in these groups, the tasks of formative and summative assessment of both the four skills and the main content of the subject taught were analyzed. After taught several lessons, teachers filled out surveys (“wheel of balance”) and gave feedback. These data were used to identify a positive or negative effect on teaching in English using selected educational approach (CLIL, EMI). In addition, to monitor language skills, interviews were conducted with English teachers who teach in the main group and control group. At the end of the study, a diagnostic test of students' language skills was conducted, the content of which was aimed at the subject. A comparative analysis of the data obtained before the study and after the research was conducted.
Expected Outcomes
As expected, there were significant differences in language skills (about 10-13%). Based on an analysis of the data, it was revealed that the predominant skill of both students and teachers is reading skills. Tasks where the main requirement was text analysis, students coped by 86% when writing and listening skills accounted for less than percent of performance. It is worth noting that the lowest skill among students is speaking. Students can use only prepared patterned phrases of cause-effect relationships, but they are hard to give such tasks as to explain and describe. Teachers also noted that they could not speak English in class because they thought that the students would laugh at them (they were offered to use the pattern phrases - classroom language). When comparing the two groups, it was revealed that the use of content-language integrated learning effectively influences the perception of information in English, the vocabulary of students and the learning of phrases, but did not give significant positive results when studying the subject itself and developing cognitive skills. In the conclusion of our talk, researchhelped to identify the features of the teaching of physics in English.
References
1.Kazakhstan's long-term development strategy "Kazakhstan-2030" / gov.kz 2.State Program for the Development of Languages in the Republic of Kazakhstan for 2011-2020 // edu.gov.kz 3.Essay UK, The challenges of trilingual education in Kazakhstan. Available from: http://www.essay.uk.com/essays/education/challenges-trilingual-education-kazakhstan/ 4.Tobias Schroedler, Ilse StangenDrorit Lengyel. Dealing with Multilingualism in the Classroom: An Intervention Study on Skill Development among Pre-Service Maths and Sciences Teachers. ECER 2018
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