Methodological approaches used in the course

Graciela Sbertoli

Collaborative learning in tertiary studies

Graciela Sbertoli

Collaborative learning is a method of instruction that basically involves grouping students to work together towards a common academic goal. The method is based on the theory that knowledge is a social construct, that educational experiences that involve interaction and social exchange, that are contextually relevant and engaging and are student-centered, lead to deeper learning.

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Eva Čoupková

ESP and Task/Problem-Based Approach in English for Science

Eva Čoupková

This text discusses the ESP and Task/Problem-Based methodologies and the ways in which these were employed in the course English for Science. Since the purpose of an ESP course is to prepare students for their professional life, i.e. to develop their use of English in a specialized field of science, language and science teachers designing the course decided to use subject-specific materials and topics. To enable the students to discuss real-life issues in a multidisciplinary way, we selected one concrete and local problem to work with, consider the perspectives of individual branches of science, and collaborate on the ways and methods of addressing it.

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Robert Helán

Theory of CLIL

Robert Helán

This article summarizes the main pedagogical principles behind content and language integrated learning. It focuses on learning outcomes in CLIL lessons and reasons why CLIL is an effective teaching approach. In addition to presenting some of the theoretical concepts used in CLIL such as the “4Cs framework” and “language of/for/through learning”, it demonstrates how these concepts were applied to our CLIL course at Masaryk University.

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Markéta Kovaříková

Authentic materials

Markéta Kovaříková

This article reviews the issues, experience and final outcomes of an ongoing discussion on the topic of authenticity and the development in the use of authentic materials in a three-year content-based course of collaborative learning within the IMPACT project. After an introductory description of what authenticity and authentic materials are, the paper continues with an overview of the reasons for and the purpose of the use of authentic materials as well as the aspects of the use of these materials and their types. The article concludes by illustrating the background of the course concerning different views of material choice and design and offering a number of practical tips to be used when planning a course of a similar nature in tertiary education.

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James Thomas

Introducing corpus software and data as a resource for academic writing

James Thomas

This article describes one part of the language development work as it was undertaken within the IMPACT project. Some of it was experimental inasmuch as aspects of the approach and some of the activities had not been previously used with students who were not majoring in languages. The amount of time available within the teaching semester was quite limited as the multi-faceted nature of the course gave the students a wide variety of language experiences. The work described in this article represents only one aspect of the course.

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