THE USE OF CLIL IN EFL CONTEXT: TEACHER'S PERCEPTION IN CONGO / JUDITH NSHIMBA ILUNGA ; SUPERVISOR, ASSOC. PROF. DR. BEHBOOD MOHAMMADZADEH

Yazar: Katkıda bulunan(lar):Dil: İngilizce 2024Tanım: 68 sheets; +1 CD ROM 30 cmİçerik türü:
  • text
Ortam türü:
  • unmediated
Taşıyıcı türü:
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Konu(lar): Tez notu: Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Özet: This study examines the perspectives of Congolese English as a Foreign Language (EFL) teachers on the implementation of Content and Language Integrated Learning (CLIL) in the unique educational context of the Democratic Republic of Congo. Through comprehensive interviews, the research explores the teachers' backgrounds, training, definitions of CLIL, its purpose, and the strategies employed for effective implementation. The findings underscore the intricate nature of CLIL, emphasizing its role in enhancing language proficiency, fostering cultural awareness, and preparing students for real-world challenges and future professions. Teachers emphasize that CLIL surpasses traditional language instruction, cultivating critical thinking, problem-solving skills, and other 21st-century competencies. The study was carried out in Kinshasa, the capital of the Democratic Republic of Congo. The study concentrated on EFL instructors in secondary schools that teach courses using CLIL. The study consists of 35 EFL teachers. The results of the study reveals that CLIL serves as a bridge to overcome language barriers in the linguistically diverse setting of Congo. It is perceived as a tool for mutual understanding, promoting bilingualism, and nurturing a global perspective among students. Beyond language acquisition, CLIL is acknowledged for conveying skills crucial for real-world success, integrating technology for the digital era, and preparing students for leadership roles in a globalized society. Pedagogical implications suggest the need for integrating CLIL into EFL courses, necessitating improved teacher training and access to appropriate language resources. The study advocates for the integration of technology in CLIL, emphasizing seamless curriculum alignment and effective assessment systems. It highlights the transformative potential of CLIL in revolutionizing conventional education, aligning with global education objectives, and empowering students for meaningful contributions to their communities.
Materyal türü: Thesis
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Materyal türü Geçerli Kütüphane Koleksiyon Yer Numarası Kopya numarası Durum Notlar İade tarihi Barkod Materyal Ayırtmaları
Thesis Thesis CIU LIBRARY Depo Tez Koleksiyonu YL 3450 I48 2024 (Rafa gözat(Aşağıda açılır)) C.1 Kullanılabilir English Language T3867
Suppl. CD Suppl. CD CIU LIBRARY Görsel İşitsel Tez Koleksiyonu YL 3450 I48 2024 (Rafa gözat(Aşağıda açılır)) C.1 Kullanılabilir English Language CDT3867
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Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching

This study examines the perspectives of Congolese English as a Foreign Language
(EFL) teachers on the implementation of Content and Language Integrated Learning
(CLIL) in the unique educational context of the Democratic Republic of Congo.
Through comprehensive interviews, the research explores the teachers' backgrounds,
training, definitions of CLIL, its purpose, and the strategies employed for effective
implementation. The findings underscore the intricate nature of CLIL, emphasizing
its role in enhancing language proficiency, fostering cultural awareness, and
preparing students for real-world challenges and future professions. Teachers
emphasize that CLIL surpasses traditional language instruction, cultivating critical
thinking, problem-solving skills, and other 21st-century competencies. The study was
carried out in Kinshasa, the capital of the Democratic Republic of Congo. The study
concentrated on EFL instructors in secondary schools that teach courses using CLIL.
The study consists of 35 EFL teachers. The results of the study reveals that CLIL
serves as a bridge to overcome language barriers in the linguistically diverse setting
of Congo. It is perceived as a tool for mutual understanding, promoting bilingualism,
and nurturing a global perspective among students. Beyond language acquisition,
CLIL is acknowledged for conveying skills crucial for real-world success, integrating
technology for the digital era, and preparing students for leadership roles in a
globalized society. Pedagogical implications suggest the need for integrating CLIL
into EFL courses, necessitating improved teacher training and access to appropriate
language resources. The study advocates for the integration of technology in CLIL,
emphasizing seamless curriculum alignment and effective assessment systems. It
highlights the transformative potential of CLIL in revolutionizing conventional
education, aligning with global education objectives, and empowering students for
meaningful contributions to their communities.

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