CLIL teachers as materials designers

Vieraskielinen sisällönopetus (CLIL), jossa kouluaineita opetetaan vieraalla kielellä, on kasvattanut suosiotaan varsinkin Euroopassa. Sisällön ja kielen oppimisen tulokset CLIL-opetuksessa ovat yleisesti hyviä, mutta menetelmä on opettajalle työläs pääasiassa siksi, että CLIL-materiaaleja on tuskin...

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Main Author: Mäkiranta, Pia
Other Authors: Kasvatustieteiden tiedekunta, Faculty of Education, Opettajankoulutuslaitos, Department of Teacher Education, University of Jyväskylä, Jyväskylän yliopisto
Format: Master's thesis
Language:eng
Published: 2014
Subjects:
Online Access: https://jyx.jyu.fi/handle/123456789/43689
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author Mäkiranta, Pia
author2 Kasvatustieteiden tiedekunta Faculty of Education Opettajankoulutuslaitos Department of Teacher Education University of Jyväskylä Jyväskylän yliopisto
author_facet Mäkiranta, Pia Kasvatustieteiden tiedekunta Faculty of Education Opettajankoulutuslaitos Department of Teacher Education University of Jyväskylä Jyväskylän yliopisto Mäkiranta, Pia Kasvatustieteiden tiedekunta Faculty of Education Opettajankoulutuslaitos Department of Teacher Education University of Jyväskylä Jyväskylän yliopisto
author_sort Mäkiranta, Pia
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description Vieraskielinen sisällönopetus (CLIL), jossa kouluaineita opetetaan vieraalla kielellä, on kasvattanut suosiotaan varsinkin Euroopassa. Sisällön ja kielen oppimisen tulokset CLIL-opetuksessa ovat yleisesti hyviä, mutta menetelmä on opettajalle työläs pääasiassa siksi, että CLIL-materiaaleja on tuskin ollenkaan saatavilla. Sopivien materiaalien etsiminen, muokkaaminen ja valmistaminen on aikaa vievää ja voi vaatia erikoisosaamista. Materiaaleihin liittyvä tuki on onnistuneiden CLIL-ohjelmien edellytys. Tuki voi tarkoittaa materiaalien valmistamista, materiaalipankkien perustamista, materiaalien jakamisen tukemista tai opettajien kouluttamista materiaalien valmistuksessa. Tarvitaan tietoa prosesseista, joita opettajat käyttävät valmistaessaan CLIL-materiaaleja. Tämän tutkimuksen tarkoitus oli tarkastella materiaalien valmistusprosessia, kun CLIL-opettajat tuottavat materiaaleja omille oppilailleen. Kolmea CLIL-opettajaa pyydettiin ajattelemaan ääneen materiaaleja valmistaessaan. Ääneenajatteluprotokollat analysoitiin kahdella tasolla: laajempien vaiheiden ja yksittäisten toimien. Neljä yhteistä vaihetta löydettiin: 1) suunnitteluohjeen lukeminen, 2) aiheen suunnittelu, 3) materiaalien valmistus ja 4) tunnin valmistelu. Materiaalien valmistus -vaihe, sisältäen sekä suunnittelun että valmistuksen, vaihteli paljon opettajien välillä. Heidän lähestymistapaansa voi kuvata joko aktiviteetti- tai materiaalipainotteiseksi. Kolmenlaista materiaalien valmistustoimintaa esiintyi: suunnitteluun, informaatioon ja suunnitteluprosessiin liittyvää. CLIL-materiaalit on tärkeä aihe, joka ansaitsee jatkossa lisää tutkimusta. Content and language integrated learning (CLIL), an approach in which school subjects are taught through a foreign language, has become popular especially in Europe. Its results in content and language learning are generally good but CLIL is laborious for the teacher mainly because almost no CLIL materials are available. Searching for, adapting and preparing suitable materials is time-consuming and may require special competencies. Materials-related support is a prerequisite of successful CLIL programs. This can take the form of producing materials, establishing materials banks, facilitating the sharing of materials or training teachers in materials development. Information is needed on the actual processes employed by teachers in CLIL materials development. The aim of this study was to examine the materials development process of CLIL teachers when preparing materials for their own pupils. Three CLIL teachers were asked to prepare materials while thinking aloud. The think-aloud protocols were analyzed on two levels: large-scale stages and individual actions. Four common stages were found: 1) reading design brief, 2) topic planning, 3) materials preparation and 4) lesson preparation. The materials preparation stage, which included both planning and preparation, varied considerably between teachers. Their approach could be described as either activity-oriented or materials-oriented. Three types of materials design behavior were found: design-related, information-related and design process -related. CLIL materials is an important topic that merits more research attention in the future.
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Sis\u00e4ll\u00f6n ja kielen oppimisen tulokset CLIL-opetuksessa ovat yleisesti hyvi\u00e4, mutta menetelm\u00e4 on opettajalle ty\u00f6l\u00e4s p\u00e4\u00e4asiassa siksi, ett\u00e4 CLIL-materiaaleja on tuskin ollenkaan saatavilla. Sopivien materiaalien etsiminen, muokkaaminen ja valmistaminen on aikaa viev\u00e4\u00e4 ja voi vaatia erikoisosaamista. Materiaaleihin liittyv\u00e4 tuki on onnistuneiden CLIL-ohjelmien edellytys. Tuki voi tarkoittaa materiaalien valmistamista, materiaalipankkien perustamista, materiaalien jakamisen tukemista tai opettajien kouluttamista materiaalien valmistuksessa. Tarvitaan tietoa prosesseista, joita opettajat k\u00e4ytt\u00e4v\u00e4t valmistaessaan CLIL-materiaaleja. T\u00e4m\u00e4n tutkimuksen tarkoitus oli tarkastella materiaalien valmistusprosessia, kun CLIL-opettajat tuottavat materiaaleja omille oppilailleen. 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spellingShingle Mäkiranta, Pia CLIL teachers as materials designers CLIL content and language integrated learning materials materials development concurrent verbalization Luokanopettajakoulutus Teacher Education 103 vieraskielinen opetus opettajat oppimateriaali
title CLIL teachers as materials designers
title_full CLIL teachers as materials designers
title_fullStr CLIL teachers as materials designers CLIL teachers as materials designers
title_full_unstemmed CLIL teachers as materials designers CLIL teachers as materials designers
title_short CLIL teachers as materials designers
title_sort clil teachers as materials designers
title_txtP CLIL teachers as materials designers
topic CLIL content and language integrated learning materials materials development concurrent verbalization Luokanopettajakoulutus Teacher Education 103 vieraskielinen opetus opettajat oppimateriaali
topic_facet 103 CLIL Luokanopettajakoulutus Teacher Education concurrent verbalization content and language integrated learning materials materials development opettajat oppimateriaali vieraskielinen opetus
url https://jyx.jyu.fi/handle/123456789/43689 http://www.urn.fi/URN:NBN:fi:jyu-201406122008
work_keys_str_mv AT mäkirantapia clilteachersasmaterialsdesigners