Apie integruoto kalbos ir dalyko dėstymą Lietuvos mokyklose

Straipsnyje nagrinėjama integruoto dalyko ir užsienio kalbos mokymo (IDUKM ) klausimai Lietuvos mokyklose. [...] Kaip rodo tyrimo, atlikto Šakių rajono mokyklose rezultatai, daugumai anglų kalbos mokytojų šis mokymo būdas yra žinomas, nes jie yra turėję galimybę dalyvauti IDUKM pristatančiuose seminaruose bei mokymuose Lietuvoje bei užsienyje, susipažinti su šio metodo taikymo ypatumais skaitydami specialiąją literatūrą. Deja, nepaisant mokytojų informuotumo apie IDUKM naudą moksleiviams, remiantis tyrimo rezultatais galima teigti, kad jo praktinis taikymas tirtose rajono mokyklose dar nėra paplitęs. Tarp priežasčių paminėtini nepakankamas mokytojų dalykinis pasirengimas ar kalbos mokėjimo lygis, specialios mokomosios medžiagos, kurioje būtų integruoti dalykinis bei kalbinis aspektai, trūkumas, o taip pat ir vis dar nepakankamos žinios apie praktinį šio metodo įgyvendinimą. Šakių rajono anglų kalbos mokytojų nuomone, ypač būtų naudinga turėti galimybę stebėti ir aptarinėti IDUKM ekspertų ar šioje srityje labiau patyrusių kolegų vedamas pamokas. Nors mokyklų administracijos neprieštarautų šios naujovės taikymui jų mokyklose, tyrimas atskleidė ir mokytojų motyvacijos taikyti IDUKM stoką, kurią galėtų padidinti atitinkami švietimo politikos sprendimai ir mokytojų skatinimas.The article deals with the Content Integrated Language Learning (CLIL) issues at Lithuanian schools. This approach to foreign language learning and teaching should definitely be suitable to a new generation of students who are particularly focused on learning by doing. Young people are used to traveling, going to international camps, mixing with foreigners studying at their schools and abroad. While being involved in any of these activities, they develop their English. However, the use of CLIL causes some important concerns, such as possible threat to the student’s mother tongue development, the inadequate level of the subject studies of it is taught by a language teacher and, conversely, about the language level used in CLIL classes if the teachers and learners foreign language command is not very good. Quite a few questions about teaching materials, teaching methods to be used in class and assessment in CLIL also arise. As results of the research carried out at Šakiai district schools indicated, the majority of the English language teachers were familiar with CLIL as they had been attending numerous continuous development seminars where CLIL is one of the popular topics. Moreover, during the recent decades quite a few school teachers of other subjects or primary classes have acquired English teacher‘s qualification as a result of requalification programs making them ideal candidates to combine content and language in their teaching. However, the analysis of the situation showed the reluctance of the teachers to use CLIL approach in their teaching and revealed the reasons why it was considered problematic. The results suggest that CLIL could be implemented and all the advantages could be experienced if the teachers had a possibility to learn more about CLIL principles and methodology, development and use of suitable materials. An opportunity to observe and discuss lessons taught by experts or more experienced colleagues would also be highly appreciated. Besides, as the implementation of CLIL depends on the teacher’s motivation, it can be strengthened by relevant educational policy decisions locally or at the national level