Adapting CLIL based NyIT learning method for L1 Hungarian adult learning groups
Előadó:Dr. Illésné dr. Kovács Mária; Rostás Édua
Dr. Illésné dr. Kovács Mária - a Miskolci Egyetem Bölcsészettudományi Kar dékánja és egyetemi docense. Kutatásai a leíró grammatikai jelenségekhez és nyelvi hátránykompenzációhoz kapcsolódnak.
Rostás Édua – egyetemi tanársegéd, PhD tanulmányait az ELTE Interkulturális nyelvészet doktori programjában folytatja. Kutatásai főként a tartalomalapú nyelvoktatás speciális módszereihez, a virtuális környezet nyelvhasználatához, valamint a digitális tananyagfejlesztés területéhez kapcsolódnak.
Előadás absztrakt:
The relationship between linguistic disadvantage and underdevelopment is a widely researched topic (Skutnab-Kangas 1984, Cohen 2000, Bartha 2015). Surveys and research are consistent with the fact that communicative competence and language performance affect the performance of academic subject content. It also has an effect on labour-market employment, because insufficient linguistic development and underperformance can lead to drop-out from public education, which in many cases also means a drop-out from the labour market.
The main purpose of this paper is to examine the adaptability of a trial-focused Hungarian CLIL model (called NyIT) to L1 Hungarian adult learning groups with restricted language code. We focus on adult learners, who were dropped-out from public education, but (months, years or decades) later wants to finish their primary school grading exam. The NyIT model (developed in the StepTogether projects) was originally developed for migrant children with various L2 Hungarian language competencies to help their integration to a new environment, also develop their academic performance, preventing them from drop-out. According to our hypothesis, the CLIL-based NyIT method can be used for learners with restricted L1 Hungarian language code but the task types and lexical base must be adopted. E.g. Translation tasks between L1 first and L2 second languages are meaningless in this context, and A1 CEFR level vocabulary has to be revised. In addition, we presume that applying a modified content – complying with Hungarian National Core Curriculum, and topics related to adult learners motivation for taking the grading exam – can establish and support the use of the NyIT methodological framework in the examined learning group. We assess the learners’ attitudes and motivations with a survey combined with interviews.
To sum up, the aim of the research is to examine the adaptability of the NyIT method and to map topics that can compensate linguistic disadvantages, while they are supporting the successful grading exam and the integration in the labor market.
Bartha Csilla 2015. Nyelvi hátrány, avagy a cigány gyermekek oktatásának elmulasztott lehetőségei. In: Antalné Szabó Ágnes, Laczkó Krisztina, Raátz Judit (szerk.). Szakpedagógiai körkép I. Anyanyelv- és irodalompedagógiai tanulmányok
Cohen, Elisabeth 2000. Equitable classrooms in a changing society. In M. Hallinan (Ed.). Handbook of the sociology of education. Kluwer Academic/Plenum Pub. New York. 265-283.
Skutnabb-Kangas, Tove 1984. Bilingualism or not:The Education of Minorities. Multilingual Matters. Clevedon, Avon.
