Интеграция образования, 2021, том 25, № 2 (103)
научный журнал
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Организация образования
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Мордовский государственный университет им. Н.П. Огарева
Наименование: Интеграция образования
Год издания: 2021
Кол-во страниц: 178
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- 740: Общая педагогика. История образования и педагогической мысли. Организация образования
- 88: Психология
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Научный журнал УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ: федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Мордовский государственный университет им. Н. П. Огарёва» 430005, Российская Федерация, Республика Мордовия, г. Саранск, ул. Большевистская, 68 АДРЕС РЕДАКЦИИ: 430005, Российская Федерация, Республика Мордовия, г. Саранск, ул. Большевистская, 68 Тел./факс: +7 (834-2) 48-14-24 Издается с января 1996 года Периодичность издания – 4 раза в год Подписной индекс – 46316 ISSN 1991-9468 (Print), 2308-1058 (Online) Vol. 25, No. 2. 2021 (April – June) Continuous issue – 103 Scholarly journal FOUNDER AND PUBLISHER: Federal State Budgetary Educational Institution of Higher Education “National Research Ogarev Mordovia State University” 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russian Federation EDITORIAL OFFICE: 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russian Federation Tel/Fax: +7 8342 481424 Published since January 1996 Periodicity: Quarterly Subscription index – 46316 e-mail: inted@mail.ru, inted@adm.mrsu.ru http://edumag.mrsu.ru © ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2021 При цитировании ссылка на журнал «Интеграция образования Integration of Education» обязательна. Полное или частичное воспроизведение в СМИ материалов, опубликованных в журнале, допускается только с разрешения редакции ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ INTEGRATION OF EDUCATION DOI: 10.15507/1991-9468 DOI: 10.15507/1991-9468.103.025.202102 Том 25, № 2. 2021 (апрель – июнь) Сквозной номер выпуска – 103 16+
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021 Научный журнал «Интеграция образования» публикует оригинальные научные статьи (Full Articles) на русском и английском языках, ранее не публиковавшиеся в других изданиях. Основным тематическим направлением журнала является анализ генезиса и современного состояния ведущих тенденций научных интеграционных процессов в области образования. Миссия заключается в публикации результатов научных исследований, которые могут внести оригинальный вклад в следующие отрасли научного знания: ПЕДАГОГИКА, СОЦИОЛОГИЯ, ПСИХОЛОГИЯ. Журнал адресован исследователям, аналитикам и практикам в области педагогики, пси хологии и социологии образования, а также широкому кругу читателей, интересующихся проблемами интеграции образования в современном обществе. Редакция осуществляет научное рецензирование («двойное слепое») всех поступающих в редакцию материалов. Рукопись статьи направляется на рецензирование для оценки ее научного содержания нескольким ведущим специалистам соответствующего профиля, имеющим научную специализацию, наиболее близкую к тематике статьи. Редакция журнала реализует принцип нулевой толерантности к плагиату. Мониторинг не корректного цитирования осуществляется с помощью систем «Антиплагиат» и «CrossCheck». Журнал придерживается стандартов редакционной этики в соответствии с международ ной практикой редактирования, рецензирования изданий и авторства научных публикаций и рекомендациями Committee on Publication Ethics (COPE). Распространение – Россия, зарубежные страны. Журнал предоставляет открытый доступ к полным текстам публикаций, исходя из сле дующего принципа: открытый доступ к результатам исследований способствует увеличению глобального обмена знаниями. Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть опубликованы основные научные результаты диссертаций на соискание ученой степени кандидата наук, на соискание ученой степени доктора наук по научным специальностям и соответствующим им отраслям науки: 22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 13.00.02 – Теория и методика обучения и воспитания (по областям и уровням образования) (педагогические науки) 19.00.07 – Педагогическая психология (психологические науки) Журнал индексируется и архивируется в: Российском индексе научного цитирования (РИНЦ) Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA/RoMEO ResearchBib Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Ассоциации научных редакторов и издателей (АНРИ), CrossRef и международного сообщества рецензентов Publons Материалы журнала доступны по лицензии Creative Commons “Attribution” («Атрибуция») 4.0 Всемирная
INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021 The Integration of Education scholarly journal publishes original scientific articles (full articles) in Russian and English, which have not been previously published in other publications. The main thematic direction of the journal is the analysis of genesis and current state of the leading trends in scientific integration processes in education. The mission of the journal is to publish research insights that can make an original contribution to the following branches of scientific knowledge: Education, Sociology, Psychology. The journal is addressed to researchers, analysts and practitioners in the field of pedagogy, psychology and sociology of education, as well as to a wide range of readers interested in the problems of integrating education in modern society. The Editorial Board reviews (double-blind review) all incoming papers. The manuscript of the article is sent for review to several leading specialists of the corresponding profile, who have scientific specialization closest to the subject of the article, to evaluate the scientific content. The Editorial Board follows the principle of zero tolerance to plagiarism. Plagiarism сhecking is carried out by using Anti-Plagiarism and CrossCheck software. The journal adheres to editorial ethics standards following international practice of editing, reviewing, publishing and authorship of scientific publications and recommendations of the Committee on Publication Ethics (COPE). The journal is distributed in Russia and other countries of the world. The journal offers direct open access to full-text issues based on the following principle: open access to research results contributes to the increase of global knowledge sharing. The journal is included in the List of peer reviewed scientific journals published by the Higher Attestation Commission in which major research results from the dissertations of Candidates of Sciences (Cand.Sci.) and Doctor of Science (Dr.Sci.) degrees are to be published. Scientific specialties of dissertations and their respective branches of science are as follows: 22.00.04 – Social Structure, Social Institutions and Processes (Social Sciences) 13.00.02 – Theory and Methods of Teaching and Education (by Areas and Levels of Education) (Pedagogical Sciences) 19.00.07 – Pedagogical Psychology (Psychological Sciences) The journal is indexed and archived in: Russian Index of Science Citation Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA/RoMEO ResearchBib The journal is a member of the Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Association of Scientific Editors and Publishers (ASEP), CrossRef and the international community of peer-reviewers Publons The journal’s materials are available under the Creative Commons “Attribution” 4.0 Global License
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021 РЕДАКЦИОННАЯ КОЛЛЕГИЯ Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Саранск, Российская Федерация) Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Российская Федерация) Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Саранск, Российская Федерация) Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Белград, Сербия) Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле ния Исследовательского центра экономических и управленческих наук университета Гвадалахары, ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика) Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Казань, Российская Федерация) Гусман Тирадо Рафаэль – профессор кафедры греческой и славянской филологии Гранадского университета, член президиума международной ассоциации преподавателей русского языка и литературы, доктор филологических наук, ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es (Гранада, Испания) Камильо Aнджело – ассоциированный профессор менеджмента Школы бизнеса Университета Сонома, доктор философии, camillo@sonoma.edu (Бербанк, США) Кириллова Ольга Владимировна – председатель Российского экспертного совета, пред ставитель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Российская Федерация) Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция) Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор эконо мических наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, Российская Федерация) Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец кий государственный университет», доктор психологических наук, профессор, ORCID: https:// orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Российская Федерация) Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com (Гургаон, Харьяна, Индия) Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: https://orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Джокьякарта, Индонезия) Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан нанда, Университет Дели; почетный директор Индийского глобального института управления, образования и исследований, доктор философии в коммерции, магистр экономики и финансов, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (Нью-Дели, Индия) Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гуманитарных наук Эрфуртского университета, действительный член Европейской академии, доктор филологических наук, профессор, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия) Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https:// orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия) Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ- ственного управления Метропольного университета Праги, доктор философии, ORCID: https:// orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (Эль-Пасо, Техас, США) Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), Министерство образования Малайзии, доктор философии, sazali@mseam.org.my (Пенанг, Малайзия) Янчук Владимир Александрович – декан факультета профессионального развития специалистов образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, ORCID: https://orcid.org/0000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)
INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021 EDITORIAL BOARD Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Cand.Sci. (Econ.), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Saransk, Russian Federation) Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional Studies of National Research Mordovia State University, Dr.Sci. (Sociol.), Professor, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russian Federation) Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), Cand.Sci. (Ped.), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Saransk, Russian Federation) Rajko M. Bukvic – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences and Arts, Dr.Sci. (Econ.), Full Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Belgrad, Serbia) Angelo A. Camillo – Associate Professor of Management, School of Business, Sonoma State University, Ph.D., camillo@sonoma.edu (Burbank, USA) Csaba Földes – Head of the Department of Germanic Linguistics, University of Erfurt, member of the European Academy, Ph.D., Dr.Sci., Full Professor, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Erfurt, Germany) Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr.Sci. (Econ.), Professor, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russian Federation) Rafael Guzman-Tirado – Professor of Greek and Slavic Philology, University of Granada, Member of the Presidium of the International Association of Russian Language and Literature Teachers, Dr.Sci. (Philol.), ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es (Granada, Spain) Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID: https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya) Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, Metropolitan University, Ph.D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Prague, Czech Republic) Jagbir Singh Kadyan – Associated Professor of Department of Commerce, Swami Shraddhanand Col lege, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, Ph.D. (Commerce), M.Com (PIMR & Marketing); MA (Eco); MMS (Fin); GDC&A; MIMA; AMT- AIMA, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (New Delhi, India) Olga V. Kirillova – Chair of Scopus ECSAC-Russia SCAB, President of Association of Scientific Editors and Publishers, Cand.Sci. (Eng.), ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Moscow, Russian Federation) Nikolay P. Makarkin – President of National Research Mordovia State University, Dr.Sci. (Econ.), Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russian Federation) Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr.Sci. (Psy chol.), Professor, ORCID: https://orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Cherepovets, Russian Federation) Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace donia, Ph.D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece) Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D., misra1957@gmail.com (Gurgaon, India) Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph.D., ORCID: https:// orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia) Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for Qualification Enhancement, Visiting Professor of University of California, Ph.D., Professor, ORCID: https:// orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic) Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, University of Texas at El Paso, Ph.D., ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (El Paso, Texas, USA) José G. Vargas-Hernández – Research Professor at University Center of Economic and Managerial Sciences, University of Guadalajara, M.B.A.; Ph.D., ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México) Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Acade my of Postgraduate Education, Dr.Sci. (Psychol.), Professor, ORCID: https://orcid.org/0000-0002-4524-8371, yanchuk1954@gmail.com (Minsk, Belarus) Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu cation of Malaysia, Ph.D., sazali@mseam.org.my (Pinang, Malaysia)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.103.025.202102 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online) COДЕРЖАНИЕ Международный опыт интеграции образования И. Цимерманова. Обзор европейских исследований по предметно-языковому интегрированному обучению ........................................................................ 192 С. Эрнандес-Ортис, А. Прехт, Ж. Н. Кудина. Неуспеваемость в школе: систематический обзор публикаций в области социальных наук ............................... 214 Социология образования Т. М. Резер. Социальные ценности студентов в условиях цифровизации образования и СOVID-19 ................................................................................................................... 226 О. В. Дехнич, О. В. Лютова, М. А. Трубицын, Е. С. Данилова. Плюсы и минусы увеличения численности иностранного контингента российских вузов ..................... 244 И. В. Цветкова, Т. Н. Иванова. Социальные компетенции старшеклассников с позиций контекстного подхода .................................................................................................... 257 Психология образования С. А. Завражин, М. М. Фомина. Некоторые проявления мстительного поведения в педагогическом дискурсе ........................................................................................... 273 И. В. Серафимович, Н. В. Шляхтина, Н. И. Бобылева. Профессиональное мышление и социально-психологические особенности менеджеров в образовании .................... 288 Академическая интеграция И. М. Бабич, В. К. Омарова, А. А. Баратова, Н. И. Чуркина. Интеграция IBL и CLIL в подготовке будущих учителей к преподаванию естественных наук в условиях полиязычия . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 В. З. Кантор, Г. В. Никулина, И. Н. Никулина. Уровень развития коммуникативной компетентности младших школьников со зрительной недостаточностью в различных институционально-образовательных условиях . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 О. Е. Грибова, А. А. Алмазова. Стратегии заполнения лакун в клоуз-тесте учащимися с тяжелыми нарушениями речи . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Информация для авторов и читателей (на рус. яз.) ......................................................................... 359 Информация для авторов и читателей (на англ. яз.) ........................................................................361
INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.103.025.202102 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online) CONTENTS International Experience in the Integration of Education I. Cimermanová. A Review of European Research on Content and Language Integrated Learning ................................................................................................... 192 S. Hernández-Ortiz, A. Precht, J. N. Cudina. High School Failure, a Systematic Review in the Social Sciences .................................................................................................... 214 Sociology of Education Т. М. Rezer. Social Values of Students in Conditions of Digitalization of Education and COVID-19 ................................................................................................................ 226 O. V. Dekhnich, O. V. Lyutova, M. A. Trubitsyn, E. S. Danilova. More International Students Coming to Russia: Pros and Cons ................................................................... 244 I. V. Tsvetkova, T. N. Ivanova. The Social Competences of High School Students from a Contextual Approach ................................................................................................... 257 Psychology of Education S. A. Zavrazhin, M. M. Fomina. Some Manifestations of Vindictive Behavior in Pedagogical Discourse .............................................................................. 273 I. V. Serafimovich, N. V. Shlyakhtina, N. I. Bobyleva. Professional Thinking and Socio-Psychological Features of Managers in Education ......................................... 288 Academic Integration I. M. Babich, V. K. Omarova, A. A. Baratova, N. I. Churkina. Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment .......................................................................... 304 V. Z. Kantor, G. V. Nikulina, I. N. Nikulina. Development of Communicative Competence in Junior High School Students with Visual Impairment in Different Institutional and Educational Settings ................................................................................................ 321 O. E. Gribova, A. A. Almazova. Close Gap Test Strategies for Students with Severe Speech Impairment ......................................................................................................... 340 Information for Authors and Readers of the Journal (In Russ.) ............................................. 359 Information for Authors and Readers of the Journal (In Eng.) .............................................. 361
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021 192 Original article A Review of European Research on Content and Language Integrated Learning I. Cimermanová University of Presov, Presov, Slovakia, ivana.cimermanova@unipo.sk Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion. The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials. Keywords: Content and language integrated learning, content subject, systematic review, meta-analysis, experiment Funding: This study is a part of a research project financed by the Slovak Ministry of Education, Science, Research and Sport (KEGA 032PU-4/2019, project: Creating teaching materials for content and language integrated learning at elementary schools). Acknowledgements: I am very grateful to the anonymous reviewers whose comments and suggestions helped improve and clarify this manuscript. The author declares no conflict of interest. © Cimermanová I., 2021 УДК 37.043.2-055.-1 DOI: 10.15507/1991-9468.103.025.202102.192-213 http://edumag.mrsu.ru ISSN 1991-9468 (Print), 2308-1058 (Online) Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License. МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION
INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021 193 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION For citation: Cimermanová I. A Review of European Research on Content and Language Integrated Learning. Integratsiya obrazovaniya = Integration of Education. 2021; 25(2):192-213. DOI: https://doi.org/10.15507/19919468.103.025.202102.192-213 Оригинальная статья Обзор европейских исследований по предметно-языковому интегрированному обучению И. Цимерманова Прешовский университет, г. Прешов, Словакия, ivana.cimermanova@unipo.sk Введение. Интеграция предметов в формальное обучение выполняет важную роль в решении проблемы аутентичного и осмысленного обучения в отличие от механического запоминания. В течение трех десятилетий предметно-языковое интегрированное обучение (CLIL) было объектом образовательных исследований. От основного внимания к уровню владения иностранным языком он постепенно расширился до влияния данного метода на содержание и родной язык. Цель настоящей работы – обобщить отобранные исследовательские статьи по применению предметно-языкового интегрированного обучения и оценить его суммарный средний эффект на развитие контента в группе учащихся в возрасте 10–16 лет. Материалы и методы. В статье представлен систематический обзор исследований, опубликованных в базе данных Web of Science за последнее десятилетие (2010–2020), проанализированы отдельные эмпирические исследования, посвященные влиянию внедрения предметно-языкового интегрированного обучения на теоретические курсы (предметы) в начальных и средних школах. Результаты исследования. Проанализированы 16 исследований, соответствующие критериям включения, 6 исследований были статистически оценены с использованием комплексного мета-анализа и программного обеспечения RevMan. Основываясь на результатах 16 обсуждаемых исследований, было доказано, что применение данного метода дает положительную практическую пользу. Однако статистический мета-анализ не обнаружил статистически значимых различий между группами, использующими интегрированные уроки и не применяющими их. Поскольку размеры групп различались по абсолютной величине, объединенное стандартное отклонение использовалось для отражения размеров выборки. Обсуждение и заключение. Практическая значимость и перспективы исследования демонстрируют преимущества предметно-языкового интегрированного обучения и важность его включения в учебные программы подготовки учителей наряду с развитием творческого потенциала, критического мышления и способности создавать свои материалы. Ключевые слова: предметно-языковое интегрированное обучение, теоретический предмет, систематический обзор, мета-анализ, эксперимент Финансирование: данная статья поддержана проектом, финансируемым Министерством образования, науки, исследований и спорта Словакии (KEGA 032PU-4/2019, проект «Создание учебных материалов для предметного и языкового интегрированного обучения в начальных школах»). Благодарности: автор выражает благодарность анонимным рецензентам за ценные замечания, которые позволили улучшить качество статьи. Автор заявляет об отсутствии конфликта интересов. Для цитирования: Цимерманова, И. Обзор европейских исследований по предметно-языковому интегрированному обучению / И. Цимерманова. – DOI 10.15507/1991-9468.103.025.202102.192-213 // Интеграция образования. – 2021. – Т. 25, № 2. – С. 192–213. Introduction Communication in a foreign language(s) belongs to the key competencies for life-long learning. Communication involves not only skill(s) but also intercultural understanding. Foreign languages have been learnt and taught for centuries. The research into the history of English as a foreign language
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021 194 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ teaching maps describes different methods and approaches. The methods have reflected the current knowledge and the theories as well as learners’ needs. Content language integrated learning (CLIL) is a methodology when a foreign language functions as a means of communication rather than the aim of teaching, and language learning becomes meaningful and leads toward better long-term retention. It is based on dual aims (content / subject discipline aims and language teaching aims), and its main principles are often presented by the abbreviation 4Cs1 – content, communication, cognition and culture, or extended 5C, which includes the development of competence2. The competence in this context means that teachers should consider “can-do” statements3 they want their students to be able to do by the end of the lesson. The framework 4C+1 was suggested by Lynch [1] addressing also the theory presented by Coyle, Hood and Marsh4. The term CLIL came into existence in 1994 [2]; however, it has a much longer history and the signs of the CLIL principles have been present in different approaches; e. g. integrated thematic instruction (school model designed by Susan Kovalik5), immersion [3], content-based instruction [4], task-based language teaching [5], English for specific purpose [6–10] or bilingual education (see, e.g. [11]). Marsh refers to CLIL as to a “generic term” and describes it as an “educational approach in which diverse methodologies are used which lead to dual-focussed education where attention is given to both topic and language of instruction that includes a wide range of approaches” [12, p. 233]. This is one of the reasons why the studies on CLIL might be difficult or even inappropriate to compare. The studies where the applied approach is defined as CLIL may differ in the perception of what CLIL is, and it happens that more rigorous researchers would evaluate or define it as immersion or perhaps CBI (content-based instruction), see [13; 14]. CLIL has substantially increased across Europe [15], and it is also reflected in the research. The earliest studies have primarily examined the impact of CLIL on foreign-language performance. Later, the focus was also shifted to the content learning impact and different aspects that may influence the results of CLIL application on language and content learning. The aspects that influence CLIL results, e.g. classroom interaction [16], strategies [17; 18], age [19], the influence of affective factors [20; 21], motivation [22], gender [22; 23], household structure [24], socioeconomic status [25; 26], became the subject of more in-depth focus. The experimental data are rather positive [27–31], especially concerning the positive impact of CLIL on language gains, motivation increase and positive change of attitudes towards foreign language learning; however, it is a more complex issue, and as such, the impact has to be studied and interpreted from a much broader context. Pérez Cañado studied the effects of CLIL on mother tongue (L1) and content learning, and she stresses that the CLIL students who receive instruction in L1 outperform their peers, especially in the long term, and she suggests that increased time and input are crucial for CLIL students “to achieve either the same or superior content results as their monolingual peers” [27]. In their study, Castellano-Risco, Ale jo-González & Piquer-Píriz reported that CLIL students nearly doubled regular EFL learners’ receptive vocabulary knowledge in their research sample [28]. The study presents the experiment results realised with the convenience sample of 44 third-grade secondary school students where the CLIL group was exposed to cca 810 more hours 1 Coyle D. Developing CLIL: Towards a Theory of Practice. In: Monograph 6. Barcelona, Spain: APAC Barcelona; 2006. (In Eng.) 2 Montalto S.A., Walter L., Theodorou M., Chrysanthou K. The CLIL Guide Book. Lifelong Learning Pro gram. 2014. Available at: https://www.languages.dk/archive/clil4u/book/CLIL%20Book%20En.pdf (accessed 25.11.2020). (In Eng.) 3 Ibid. 4 Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press; 2010. Available at: https://abdn.pure.elsevier.com/en/publications/content-and-languageintegrated-learning (accessed 25.11.2020). (In Eng.) 5 Kovalik S., Olsen K. ITI: The Model: Integrated Thematic Instruction; United States: S. Kovalik & Asso ciates; 1993. (In Eng.)
INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021 195 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION of the foreign language than the non-CLIL group. The authors highlight the added value of CLIL application – an effect on the way learners perform when learning languages. CLIL students apply language learning strategies more effectively compared to their non-CLIL peers. The learning is influenced by the motivation and attitudes of students towards the subject. The students’ attitude towards the target language was also the subject of numerous studies, some of which indicate that it declines in time [29]. Martínez Agudo [30] confirmed the results of research conducted by Somers & Llinares [31] and claimed that motivation observed at the initial stages of CLIL implementation starts to decline when CLIL becomes a regular practice and is no more a novelty for learners. The impact on content and a possible in fluence (both positive and negative) on L1 should be studied systematically simultaneously with the effect on foreign language. Impressive results on using CLIL and L1 proficiency are presented in the studies, e.g. [27; 32–34] and indicate that the research in the field should be extended. Naturally, using a target language in content subject evokes the questions concerning L1 knowledge and its possible problems; e.g. attention divided between learning language and learning content; smaller L1 vocabulary size compared to learnersʼ monolingual pairs; problems with subject terminology in L1. etc. L1 formed the central focus of a study by Navarro-Pablo & Gándara [32] in which the authors found that CLIL does not negatively influence the development of learners’ L1 skills and knowledge, and they suggest that appropriate CLIL delivery based on the years of implementation and experience may benefit it. Similarly, Pérez Cañado claims, based on her research, that “CLIL is not detrimentally impacting L1 competence and is not watering down content learning, on which the positive impact of CLIL is particularly felt in the long term” [27, p. 18]. Esther Nieto-Moreno-de-Diezmas studied the effect of content and language integrated learning on reading competence development in the mother tongue and observed and concluded a significantly positive impact of bilingual education on vocabulary in the L1 [33]. The author claims that “bilingual education (CLIL) does not harm the acquisition of reading competence in the mother tongue, since there are no significant overall differences between the CLIL experimental group and mainstream students” [33, p. 50]. What more, the results of the nationwide Spanish study [32] show not just a neutral effect but a positive one. The sample consisted of 271 primary (age 11) and secondary school (age 15) students from seven public schools and 38 EFL teachers, content teachers and language assistants. One of the study aims was to focus on the differences in Spanish Language and Literature results between CLIL and non-CLIL students. There were statistically significant differences in Spanish Language and Literature results between CLIL and non-CLIL students, favouring CLIL ones: both primary and secondary CLIL students outperformed non-CLIL students despite expectations derived from reduced L1 input in their end-of-year assessment in Spanish Language and Literature. The research results, however, have to be carefully interpreted as, as it has been already mentioned, there are many moderating variables and factors that influence the strength or direction of an effect (of the educational process – age, gender, proficiency level, motivation, exposure time, intensity, social status and others) (see also [35]). The replication studies are very impor tant in research generally and in education especially. The experimenters should follow the same procedures; however, it is very difficult to minimise the factors that influence education results. There are not many studies that have examined the effects of CLIL on the content subjects and provide quantitative evidence of this impact. Not rarely, the experimental studies use relatively small convenience samples and the effect size referring to the value of a statistic calculated from a sample of data, similarly as the significance can be difficult to interpret. Systematic reviews and meta-analysis can be used to aggregate the effect size by integrating the results of different studies (selected based on defined criteria according to the research question) and meta-analyses enable the researchers to synthesise data from research with the same characteristics.
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021 196 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ This study aims to establish comprehen sive evidence about the effect of CLIL on the content subject. Therefore, we will conduct a review and meta-analysis of selected studies’ data and compare the CLIL versus non-CLIL group. Concerning the data presented in this research, we have to admit, that we do not deal with the replication studies but tried to select the studies that work with a similar sample (age, type of school) and focus on the influence of CLIL on a subject discipline (content knowledge) based on the experimental data analysis. The Effect of CLIL on Content Learning Bonces defines CLIL as “a coherent way of doubling the amount of exposure to the language, without the necessity of adding more room in the timetable for language (only) lessons” [36, p. 183] what might seem to suggest that the primary focus of CLIL is language learning. This is not entirely the real situation as CLIL is content-driven6 and the dual aims should guarantee content development. Yet, Cenoz, Genesee & Gorter indicate that the proofs about the balanced pedagogic integration of content and language in CLIL are unconvincing [37]. Even after 10 years since the text was published we still miss the data that would indicate the change. To date, studies investigating CLIL and its impact on the content subject have produced equivocal results. Some studies have shown the beneficial effects of CLIL, but others have shown a deterioration in the results. A systematic review realised by Gra ham et al. presents the results of 25 studies that were focused on language and/or content development as a result of CLIL application [38]. Six of them dealt with content (Mathematics (2), Physics (1); Accounting, Finance and History (1); World economy history and world economy (1); Science (1)). In one case there was no statistically significant difference between the groups; in 2 studies (both focused on Mathematics) CLIL groups performed better. Speaking about all 25 studies, there are only three cases with the results positive in favour of non-CLIL, eight studies found no difference between the CLIL and non-CLIL groups and in the rest of the studies (14) CLIL students reached better results than the non-CLIL students. The authors stress the need to be cautious, as not all studies present the pre-test results. It is equally important to mention that various studies mention not only positive results in knowledge gains but they also present based on both quantitative and qualitative data, change of motivation [39], attitude [40; 41], use of strategies [42], way of thinking, critical thinking [43], analogical reasoning [44] etc. This study synthesises research located from WoS database on CLIL teaching conducted in the last 10 years and examines the impact of CLIL on content knowledge gains in the groups of 10‒16 years old learners in CLIL and non-CLIL settings. Materials and Methods Review question. This review focuses on studies exploring the effectiveness of a CLIL on content subject knowledge in a group of students aged 10–16. In the majority of European countries CLIL is implemented at the lower secondary education (ISCED 2) what corresponds to the 10/11–15/16 years. The review also aims to answer the questions which methods are common to assess content learning in CLIL and define the possible gaps in the research. Selection of the studies. To identify the relevant studies, four databases from the Web of Science Core Collection were used as a source of high-quality peer-reviewed studies, namely (1) Science Citation Index Expanded, (2) Social Sciences Citation Index, (3) Arts & Humanities Citation Index and (4) Emerging Sources Citation Index. The timespan was limited to the studies published in the period from 2010 till 2020. The basic search (looking for “CLIL research” studies) resulted in 395 studies. Inclusion criteria. All texts were screened following the PRISMA protocol steps. PRISMA statement consists of a checklist and a flow diagram, and it is a set of items for reporting systematic reviews. It is available online7 and has been published in several 6 Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. 7 PRISMA. Transparent Reporting of Systematic Reviews and Meta-Analyses [Electronic resource]. Availab le at: http://www.prisma-statement.org/.