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БИОЛОГИЧЕСКИЕ НАУКИ
RESEARCH EFFICIENCY OF INTEGRATION BIOLOGY WITH ENGLISH LANGUAGE SUBJECT
Sembayeva Zh.P.
Academic adviser - candidate of biological Sciences Ayanasova L.A. Darivkhan A.
Master's degree candidates from Eurasian State University after L. N. Gumylyov, Kazakhstan, Nur-Sultan
SUMMARY
This research paper is about the usage of CLIL technology in Nazarbayev Intellectual School of Atyrau through teaching biology in English for improving students' language and subject abilities.
Key words: trilingualism, integration of subject and language, interaction, improvement, beneficial learning, CLIL technology.
Introduction
Nowadays leading countries of the world find multilingualism, especially learning international languages, very important. Thus, in order to develop our country and not to be left behind the modern world, we also should speak many languages. It is the request of modern world. As an expert who speaks several languages is considered as a competitive expert.
Multilingualism started its way from 2006, when Elbasy presented "Trinity of languages" project. Elbasy Nursultan Nazarbayev in "Kazakhstan - 2050 - new political course of developed country strategy" message mentioned that Trilingualism will open endless opportunities for our citizens. He also said that the world should recognize Kazakhstan as effective users of 3 languages at the same time. We see hope behind his words. To live up his hope we should show the right path for the young generation, therefore we decided to integrate science, biology in particular, with English language though glossary with different terminology list in order our students to become more competitive in the future.
In the 3d congress of Education and Science department Nursultan Nazarbayev also spoke about trilingualism. He stated that knowledge of English language is worldwide requirement of today, while knowledge of Russian is our richness. Furthermore in his message "New Kazakhstan in New World" he said "Kazakhstan should be recognized as a country that effectively speaks three languages: Kazakh language -as mother tongue, Russian language - as for interrelationships with former Soviet Union countries, and English language - to enter the global economy.
The main purpose of knowing three languages is to build a multilingual, social and intelligent individual. The development of modern science demands the knowledge of several languages. In order this aim to come true teachers will play a great role.
Many years ago our great ancestors mentioned that the more language you speak the more knowledgeable you are, and it is about our century.
Nowadays education is adapted to today's requirements, new fields open up frequently. More
precisely middle years' curriculum is being updated. Which means that it is now directed to the development of competence through not traditional classroom organization and integration of several subjects. One of this kind of curriculum is "Map of teaching in three languages 2015-2020". The aim of the mentioned project is to prepare integrated with science methodology of teaching.
Integrated means the importance of developing an interdisciplinary units/lessons/plans. This integration would help students to develop various skills from presentation skills to creative skills.
In the contexts of teaching integrated science English language is found the most important language, thus subjects taught in English are basics. The tendency of getting education in English language is directed, first of all, to the development of students during the lessons and, taking under consideration their psychological condition, consolidate knowledge.
The principals of integrated education.
Before implementing CLIL in the classroom, students' proficiency of language should be identified. According to CEFR (Common European Framework of References for Languages), students should have A1/A2 level (Basic user) (2nd attachment) {10}. It is the ability of students to communicate in daily basic topics with their teachers and classmates; ability of introducing themselves and others; asking questions and answering them; ability of comprehending simple texts and identify facts from them; ability of producing short letters and other short piece of writings {11}. These abilities are also explained in following paragraphs about BICS and CALP. The researcher in bilingual teaching Jim Cummins presents the basics of integrated education like this {12}:
BICS refers to the basic communicative fluency. Research by Cummins suggests that it typically takes language learners 1-3 years to develop BICS if they have sufficient exposure to the second language.
CALP refers to the ability to manipulate language using abstractions in a sophisticated manner. CALP is used while performing in an academic setting.
Cummins's and others' research suggest that students need minimum 5 years to acquire CALP.
CONTENT
(subject
matter)
COMMUNIC ATION
(language learning and using)
CULTUR (developing intercultural understanding and global citizenship)
Picture 1. 4 main principles of integrated subject and language learning
CLIL gives an opportunity to study two subjects at the same time, but the main attention can be paid both to science subjects or language. Also there can be mentioned some methods of teaching language through science subjects:
1. Organize dictations.
2. Organize activities using dialogs or monologues.
3. Text comprehension activities.
4. Vocabulary peer assessment.
5. Increase the amount of given information.
6. Make students learn by heart new terminology {2}.
Integrate science subjects such as physics, IT, biology, chemistry with English language, nowadays, act in agreement with educational system.
If mention the importance of teaching specifically biology among science subjects in English language, it gives an opportunity to students to extent their vocabulary according to the subject as well as to conduct independent researches, to develop creative skills and increase the ability of explaining everything what is going on around us every day.
Besides one of the greatest mission of every teacher is to educate a communicative individual who can feel him/herself free in every corner of the world by using English language in any field {3}.
Ideally integrated curriculum can be taught by a science teacher, but in present situation interdisciplinary lessons are taught collaboratively with English language teachers.
Effectiveness of integration Biology with English Language.
Teaching biology along with English is for students to find their own mission in this world, to freely communicate with others, to adapt to every environment, to compete with developed countries, to contribute to the development of biology sphere in Kazakhstan, to become a competitive multilingual and multicultural individual. In the middle schools of
Kazakhstan students should not only learn speaking English, also to understand the depth of the language in general. On the one hand it is to learn national language to extent field of activity, on the other hand to learn English to get the access to global economic information.
Trilingual education also needs to be implemented for specialists' development in their fields; for national language be included in every social life's industry and play indispensable role to enhance patriotism; for keeping linguistic activity in Russian language and bring into requisition English language to get brand new science information immediately. In this case biology is needed to be taught in three languages.
In the concept of High pedagogical education of the Republic of Kazakhstan a teacher is introduced as an individual with high values, curiosity, professionally developed, creative and has special-professional bond with students. Therefore biology is effective to teach in three languages:
Work with glossary
Use information resources, use information in three languages
Interdisciplinary integration, provision of harmonization of three languages
Nowadays in Kazakhstan schools subjects as mathematics, physics, biology and chemistry are started being taught in English language. It is hard, on the one hand, but if we can, for a start, to teach them in missed languages, it would help as well.
Through integration of other subjects with English language, today's student and tomorrow's specialist will be able to compete with international specialists and learn from them.
In a time of an extremely fast temp of international cooperation of Kazakhstan, we need specialists who speak English language effectively and use it on daily basis.
The integration of English language with biology encourages students to enhance their vocabulary,
conduct different researches and get newest information in the language of origin.
Modern classrooms are supplied with computers and Internet to conduct researches. It is because of different levels of English and Russian that are used to teach subjects.
Multilingual education: Develops competitive specialists Builds an environment where students can learn multiple languages
Projects of students where they solve problems of different levels
In general the program of multilingualism opens the doors for acquiring trilingualism. Moreover it expands the opportunities of students to participate in international projects, strengthens communication with foreign colleagues, and helps to get information from international information resources.
In order to teach biology along with English language so that students cover the national standard and are interested the subject depends on the skills of a teacher. School students along with their mother tongue use Russian and English in daily routine. It is something that is happening in the 21st century.
School students take part in various international Olympiads and projects that are organized in English. Often students who are gifted in biology but have some problems with English language do not get an opportunity to go to international Olympiads. To overcome these obstacles, subjects should be taught in three languages, especially biology subject would benefit from trilingual education.
While planning a teacher should answer to these three questions:
What are the aims and responsibilities of the subject according the content?
What can I teach to my students? What am I expecting from the lesson? Aim of communication "What language should be used in order to understand the content of a subject?", "What combinations and terminology should I use?", "Should I check students' grammar?" (for instance comparative adjectives), "What language should I use during the lesson?", "How to conduct debates and discussions?"
Aim of understanding "What questions should I ask to develop thinking skills of students?", "What exercises should I prepare to develop thinking skills?",
"How to integrate content and language to develop thinking skills?".
Culture "What is the cultural outcome of learning this topic?", "How does integration of content and language influence on cultural values?", "How to expand knowledge of differences and similarities of cultures through the topic?", "How can I connect this principal with other three principals of integrated education?".
While conducting a lesson: Clearly state the aims and learning outcomes of the lesson
Make a linguistic environment Develop all 4 skills (listening, reading, writing, speaking)
In case of necessity repeat and explain complex vocabulary
Use simple vocabulary so students easily comprehend
Work with references
If students speak their mother tongue answer them in language B
Encourage students to speak language B To encourage students variety of activities should be conducted
Form of inquiry.
Using integrity of subjects and leaning to the above mentioned plans there was conducted a lesson in Aktobe Nazarbayev Intellectual Schools.
There is shown how to use CLIL effectively on the lessons so that students understand the subject without difficulties. This method was chosen as the best one by my colleagues during the lesson planning. In the unit called "Transport" of grade 12 about the topic "Membrane potential and active transport" was used the method "Station". We could prove this CLIL technology method works well. Students are given 6 "stations" according the topic along with the tasks. Teacher gives clear instructions of the tasks. Students join groups or work in pairs and move clockwise. Students will be given a time according to the complexity of the tasks. If students complete the tasks quickly then they work with vocabulary definitions in their copybooks. It is mandatory to distribute new terminology before the lesson starts. Students learn them by heart using different techniques or https://quizlet.com/create-set. The lesson plan is attached below:
S mins
Task 2
Vocabulary
One or two students match terms with definitions on the smart board one at a time
https: quizlet.com 241838725 122a-action-potential-and-active-transport-definitions-flash-cards ''new
60min
10min
Task 3
PPT 25.7 lesson objective and instructions
Explain to the students that they are going to work their way around
the room going to different stations and answering questions
Station 1 ppt 25.1-station 1 BN09 membrane potential
Station 2 25.2station 2 ACTION POTENTIAL OF NEURONS WS
Station 3 25.3 Station 3 quiz sodium and potassium pump
http:/ highered.mheducation.com sites 0072495855 student \iewO ch
apter3 animation sodium-
potassium exchange pump quiz 1 html
Station 4 25.4-station 4 Minute Neuroscience_ Action Potential
video
Station 5 25.5 Station 5 venn diagram RESTING AND ACTION POTENTIAL WS
Station 6 25.6 Station 6 fluid mosaic model WS Student worksheet
25.6 WS questions active transport and action potential
25.7 lesson objective and instructions
Picture 2.
In the 1st "station" students are asked to explain directed to improve students' writing skills and usage questions and graphs. Here are assessed students' of academic English. Students' works are attached subject knowledge and lesson objective. Moreover it is below:
Picture 3.
In the 2nd "station" students are given "fill the gaps" task. This activity is specifically directed to learn language. Teachers can use the method of scaffolding to discover new terminology and expand vocabulary. According to mr. Vygotsky ZPD (The zone of proximal development) refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a
skilled partner. Thus, the term "proximal" refers to those skills that the learner is "close" to mastering and scaffolding is used in the following tasks.
In order to explain mechanisms in biology a lot of graphs are used. Tasks that require exact knowledge of the subject itself not only deepens the knowledge, but also helps to acquire the grammar used with
Time (milliseconds! Action Potential in a Neuron
" .y. .«•»iwrw rli-h*0 Pc-tfbtF
Ч-Чм, 4 i+lrt**«!^ , IXJ IjH IV ft/lfiiy j^Ut-u*! ^D«) ^»IJii^ l.jJ № to .M^Jjt uùjtc* pt-ftnhq.f
Picture 4.
terminology and develops analyzing and collecting data skills.
Time (milliseconds) Action Potential in a Neuron
11 Wte • i» fefam form«* peer»"
12 11л a 4< м ккс pmat
In the 3d "station" we can check students' understanding through the right answers and identify the level of their reading skills. In the 4th "station" we develop students' listening comprehension trough visual texts.
CLIL technology is implemented to the tasks relying the Bloom's taxonomy. Bloom's Taxonomy is a hierarchical ordering of cognitive skills that help teachers teach and students learn. The following example shows how students collect and verify data, draw conclusions, find differences and similarities by developing analyzing skills.
By using this kind of exercises we move students from short-term memory to long-term memory. Lesson objective and language objective can be simply executed by one "Station" method.
In Nazarbayev Intellectual Schools a lot of exams are taken to check students' language abilities. For example IELTS (International English Language Testing System). According to its rules, levels of all 4 skills (listening, reading, writing, and speaking) can be easily identified by different techniques. Thus, after the some topics on the biology subject we designed IELTS lesson to conduct an effective education process. The measurement identification of teacher's effective work: depends on teaching process and learning outcome. IELTS plays irreplaceable role when teaching students exam preparation techniques. In the procedure of teaching "Chloroplasts - structure and function" for grade 10 there were used resources from IELTS reading comprehension. For grade 12 there are conducted integrated lessons 3 times a week with 80 minutes duration. Each lesson is taught with the help of IELTS components, depending on complexity of a lesson. It is better to start with listening comprehension. Pre-listening comprehension consisted of acquiring the new
terminology. Then students watched a video about chloroplasts and answered the questions accordingly. Later students' reading ability was developed through the text about chloroplasts' structure and function. Students' understanding of the text was checked via two words answer test, true/false, yes/no/not given tasks. For speaking there were used stimuli of 15-20 questions where students had to have peer discussions, then they had to explain what they understood. They worked in pairs changing their roles of examiner and student. Thus, they cover all the questions. As a reflection of all above mentioned activities, students write 150 words essay. Students not only answer the given question, but also apply academic English and learned terminology. Every term students are peer assessed and self-assessed using the tests with answer keys prepared by a teacher. Therefore CLIL technology is effectively used on IELTS lessons. While planning a lesson according CLIL rules we should also remember about "pre-task", "while-task" and "post-task".
Conclusion
As you can see the role of CLIL in science subjects is crucial. In the above examples we shared our own experience of applying CLIL technology in our lessons and getting expected results.
In general it is extremely effective to implement CLIL system in the schools, where updated curriculum requires trilingual teaching. Integration of English language with science subjects will interest students, develop their scientific activity, know biology terminology not only in mother tongue but also in English, use equivalents in English and learn effectively according to the strategy of "Trilingualism".
Bibliography:
1. Roadmap for the development of trilingual education for 2015-2020 years. Approved by a joint order of the acting Minister of Education and Science of the Republic of Kazakhstan dated November 5, 2015 No. 622, Minister of Culture and Sports of the Republic of Kazakhstan dated November 9, 2015 No. 344 and the Minister on investments and development of the Republic of Kazakhstan dated November 13, 2015 No. 1066.
УДК 372.8: 811.111
2. Martynova M.V. Integrated Learning. Pedagogical technologies. Types and forms of integrated lessons. Guidelines. http ://ido.tsu.ru/ss/?unit=199
3. Analysis and planning of a lesson in a foreign language in state school. http://bibliofond.ru/view.aspx?id=464865
4. A typical curriculum on the subject "Chemistry" for grades 7-9 basic secondary education. http://nao.kz/
5. Babich IM, "Didactic materials in English" No. 3 (63), 2015
ЗНАЧЕНИЕ РОЛЕВЫХ ИГР В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ_
Молдахмедова Зера Камалатдиновна
Ассистент кафедры Иностранных языков Каракалпакского государственного университета им. Бердаха,
Республика Узбекистан
АННОТАЦИЯ
В статье рассматриваются вопросы использования активных методов обучения в преподавании английского языка. Основное внимание уделено использованию метода ролевой игры на занятиях по английскому языку в высших учебных заведениях, так как ролевая игра является одной из формы организации познавательной деятельности студентов на учебных занятиях по английскому языку.
Ключевые слова: эффективный, групповые, парные, индивидуальные, деятельность, коммуникативная компетенция.
В настоящее время, когда происходят коренные изменения в обучении, когда кардинальным образом пересматриваются содержание и методы обучения, целесообразно вернуться к рассмотрению современных методик преподавания иностранных языков. На сегодняшний день существует множество различных методик и способов преподавания английского языка, а также огромный выбор пособий, выбор которых зависит от предпочтений, вкусов и фантазии преподавателя.
Одним из самых эффективных и интересных способов изучения английского языка являются активные методы. Поэтому многие методисты в целях порождения потребности в знаниях и их практическом применении, для повышения личностной, познавательной активности студентов в условиях аудиторных занятий и приближения обстановки учебного процесса к реальным условиям, предлагают
использование активных методов обучения -ролевых игр.
Сегодня такая форма проведения учебного занятия по английскому языку как ролевая игра является наиболее эффективным методом в развитии коммуникативных компетенций. Ролевая игра, есть та организационная форма обучения, которая позволяет оптимально сочетать групповые, парные и индивидуальные занятия на уроке. Актуальность использования ролевых игр в обучении английскому языку заключается в том, что в процессе игры повышается мотивация и познавательная деятельность студентов.
Об использовании игрового метода в изучении английского языка и его обучающих возможностях известно давно. Многие ученые посвятили свои труды изучению ролевых игр в процессах обучения английскому языку. Так, по определению М.Ф.Стронина (1994) «игра - это вид деятельности в условиях ситуаций, направленных на воссоздание и усвоение общественного опыта, в котором складывается и совершенствуется самоуправление поведением», а по А.А Вербицкому (1991), деловая игра - это творческий акт, являющийся формой воссоздания предметного и социального содержания профессиональной и других видов деятельности, моделирования систем отношений.
Ролевая игра представляет собой речевую деятельность, одновременно игровую и учебную, в процессе которой обучающиеся выступают в определенных ролях. Целью ролевой игры является осуществляемая деятельность. Являясь моделью межличностного общения, ролевая игра вызывает потребность в общении на иностранном языке. По характеру педагогического процесса выделяют следующие группы игр: обучающие, тренировочные, контролирующие, обобщающие; познавательные, воспитательные, развивающие; репродуктивные, продуктивные, творческие; коммуникативные, диагностические, профориентационные. По характеру игровой методики игры можно разделить на: предметные, сюжетные, ролевые, деловые, имитационные, игры-драматизации [1,4].
Ролевая игра, как показывает практика, успешно совершенствует речевые навыки и умения коммуникативной компетенции. В процессе
