Teaching the content of legal terms through content and language integrated learning

TEACHING THE CONTENT OF LEGAL TERMS THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING
Currently, the innovative methodology CLIL (Content and Language Integrated Learning) is successfully used in the system of not only school, but also higher education, although in the latter case it is still under development, particularly in our country. The principles of CLIL are found in different private systems of bilingual education - BE (Bilingual Education). The methods CBI (Content-based Instruction), CBLT (Content-based Language Teaching), EMI (English as a Medium of Instruction), LAC (Language Across the Curriculum), etc. are being gradually used in educational institutions. In general, CLIL means parallel teaching of a foreign language and content of the discipline.
The approach is reflected not only in the logic of teaching, but also in principles for compiling new generation benefits for different ages and categories students. Such manuals are not only suitable for teaching the CLIL method, but are also initially positioned and oriented towards it, which is often reflected in their names.
As the analysis shows, among the disciplines in which the most the CLIL approach is often used, (at least abroad, where it is insisted currently and more widespread) yet not in the case of teaching legal English.
However, teachers working with first-year students inevitably face information of a significant amount (primarily thematic, conceptual, terminological) that they need to broadcast to students as new. The formation of many basic concepts occurs through foreign language and authentic materials. This gives grounds for rethinking of the very concept of CLIL, its formation and gradual adaptation to the needs of learning an international language in the field of professional research, as well as to apply innovative technologies to a greater number of educational areas. D. Marsh is considered to be the developer of the CLIL method, but a number of authors, including D. Marsh himself, indicate that the essence of this educational phenomenon was used already about 5,000 years ago: the Sumerian language was used to teach the Akkadians some sciences; at the same time its learning served the purpose of mastering the local language by the Akkadians. The use, for example, measures of the Latin language for teaching fundamental sciences, with similarities with a subject-language approach, according to the authors, cannot fully be called such because, unlike CLIL, it does not contribute to the development regional languages ​​and native language when teaching a foreign language.
The name of D. Marsh as the founder of the CLIL method is firmly entrenched in scientific literature: most researchers either trace the stages of development of the method since the appearance of its development, or do it with the reservation about more ancient sources of the method, but it is also contained by the same author. However, the details and intermediate goals of the historical development of this approach provide more opportunities for critical reflection and analysis of its productive potential.
The CBI (Content-based instruction) method, developed in 1989 in the USA, believed teaching the main types of speech activity in a foreign language through the subject content of foreign language materials: “The integration of particular content with language teaching aims” [3]. As the ultimate goal, the subject content was viewed, and the language program acted as tool: “Teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus” [4]. According to American models of BE programs (Bilingual Education Programs), academic content should be taught in two languages, and their ratio is important, depending on the specific discipline [5]. In these approaches, the two-component learning objectives and the idea of ​​practical subject-language integration have clearly been traced.
The 1990 European Commission Lingua project emphasized the importance of linguistic competence for high-level collaboration in virtually any field of activity, especially the importance of foreign languages ​​for non-linguistic specialists was highlighted. Improving the teaching of a foreign language of professional education priority was given to communication: “Language competence is necessary to support nobility, economic and administrative interaction and cooperation in practice every sphere of activity" [6]. In 1995, the European Commission document "Teaching and Learning - Towards the Learning Society" prescribed the integration of subject and language training for mastering two foreign languages. In fact, more precisely, the fundamental principle is indicated, which later received terminological designation - Content and Language Integrated Learning. So, in general, the educational approach of CLIL is a pedagogic-linguistic integrated learning, in which, through foreign strange language, the subject is taught, and the subject contributes to the acquisition of a foreign language. To understand its essence, it is necessary to refer not only to the works of D. Marsh, recognized as its founder, or the prerequisites for its creation in antiquity, but also to similar methods described and implemented, in particular, in the United States.
Within the framework of professional retraining programs "Translator in the field of professional communication” students of the Moscow State Academy of Law named after O.E. Kutafin (MГЮА) receive additional language qualification. Although the programs are adapted for people with different degree of foreign language proficiency and provide for a multi-level training, at the beginning of the training, students are faced with the need to master of disciplines with the help of foreign-language publications and authentic legal texts in different themes.
The main foreign language manual for first-year students is publication "Understanding the Law", which lays the foundations for understanding law in an authentic context: “Our laws and our legal system, with their ancient and memorable traditions, and reputation for independence and incorruptibility, are deeply ingrained in the psyche of this country" [7]. At first glance, these foundations are provided within the framework of legal programs; foreign language acts as additional means, due to which the acquired knowledge can be demonstrated and applied in communication in a non-native language. In practice, the learning function of a language (language learning) by a freshman is closely intertwined with the function of mastering content (content learning), which is an integral part of professional knowledge of the future lawyer: many of the topics covered in the programs, concepts, realities and terms are encountered by students for the first time or are familiar, but require careful analysis and detailed explanation.
Part of the content in a foreign language is mastered at this stage earlier than in the native language, and later used in the study of basic legal disciplines. At the same time, the information obtained is used to spread expanding knowledge of a foreign language. The foregoing allows us to conclude that this process goes beyond teaching a foreign language for special purposes ESP (English for Specific Purposes). There is an integration of language and subject content of education in their continuous close interaction and their mutual development. This allows to talk about the presence of the CLIL component in teaching foreign legal language, which is especially noticeable at the initial stages of its development.
A freshman consolidates many values, goals, preferred methods and types of learning, long-term motivation, attitude to subjects, higher education and future profession; the attitude to the study of a foreign language is corrected. The success of the psychological, social, professional development of students’ learning directly depends on the competence of the teacher, on awareness and the feasibility of their methods. In this regard, it is worth paying attention to the presence of the CLIL component in teaching legal foreign language, especially to first-year students, and refer to its methodology, optimizing the conduct of classes, taking into account the latest developments in this area.
As for the discussion about a situation where the content of the academic discipline and the language professional communication are mastered simultaneously, in close relationship, leniently or forcedly taught in a foreign language (hard CLIL), but understood that the topics of legal disciplines are studied within the framework of practical foreign language course, and students receive initial information from foreign sources (soft CLIL). This makes it necessary to take into account the features CLIL in the development of lesson plans, calendar-thematic plans and program courses, control. In practice, this may mean the following:
1. Awareness of the dual role of the teacher: teacher of language and teaching as an object giver. Even with the "soft CLIL" variety (soft CLIL), when the leading role is a foreign language specialist and intercultural communication (language teacher), teacher of colloquial elements of subject teaching (subject teacher) has also some relevance. For example, it is necessary to analyze and clarify the meanings of legal terms in detail, differentiate the latter, know their Uzbek equivalents. It encourages attempts by students to apply their existing knowledge about the national system of rights, comparing them with new information about the system of foreign countries. It is required to recommend materials from foreign-language sources to obtain information, preparing messages, conducting independent work. This applies one of the three CLIL models, which prioritizes learning a foreign language (language-led CLIL model).
2. Accounting for the four components of CLIL: content, communication, cognitive abilities, culture (culture) each of them has a number of features in comparison with the elements of the traditional approach. With this regard, through content the non-obvious acquisition of knowledge on topics is expressed, and the establishment of interdisciplinary links (cross-curricular links) for learning purposes, skill development in the subject areas, the active role of the student in the formation of individual knowledge according to his personal goals, abilities and best ways of learning are also attained gradually. Communication involves not just communication in a foreign language, and the dominance of communicative tasks of various types, but also adapted knowledge of the material and the use of cognitive abilities. Priority is given to not so much formal correctness (accuracy), but fluency of speech in a foreign language (fluency) in a professional legal environment and mastering the skill of oral speech (oratory). The study of cultural differences and especially values ​​not only expands the horizons and enriches with information about other mentality, but implements the functional approach to the maximum and subordinates context of communication, focused on strengthening one's own cultural consciousness in a modern multicultural environment. Cognitive abilities develop on the basis of tasks of heuristic and creative nature, increasing the personal significance of the actions performed. The teacher helps students identify their individual learning styles (visual, auditory, kinesthetic), develop critical thinking skills (critical thinking), logical (and linguistic) conjecture, analyze, systematize the information in a foreign language (for example, in the form of a summary).
3. Mandatory focus of training on the development of simple mental skills (Low Order Thinking skills, or LOTs) and thinking skills are high whom order (High Order Thinking skills, or HOTs). Competence approach is not canceled, but supplemented by an emphasis on the use of communicative and intercultural component in improving cognitive skills of students. This is realized, in particular, through pedagogical support driving training (scaffolded learning), operating in the area of ​​the nearest development of the learner and aimed at developing the skills of autonomous learning. It is also important for the teacher to establish the optimal moment for progress from BICS (Basic Interpersonal Communicative Skills), acquisition of skills, sufficient to perform the tasks of everyday language communication, to CALP (Cognitive Academic Language Proficiency), the level required for academic communication in a foreign language.
4. Establishment of the priority of subject content over the accuracy of grammatical structures. Using special educational and methodological to the textbook, students learn the language of the legal specialty: “The tasks presented in the book are aimed at developing speech activities, including reading, speaking, writing and listening” [8]. However, according to the goals and objectives of CLIL, maximum emphasis should be placed on processing and transmission of content.
5. According to CLIL, vocabulary and grammar are studied together, in the form of the most common in authentic discourse combinations (chunks).
The following types of vocabulary are studied: obligatory thematic (content obligatory or subject-specific vocabulary), similar to the thematic general (content-compatible or general vocabulary) used in the course high-frequency and mid-frequency (high and medium frequency words), general academic (academic vocabulary), collocations. Understanding heterogeneity of the studied vocabulary allows you to effectively select tasks that are optimal for each group. So, for general academic vocabulary
a variety of contexts is required, for narrow terms - a detailed
covering meanings and features of use, comparison.
6. Allocation of communicative functions (communicative functions) and reorientation
tation of work with subject content. Their awareness by students helps
achieve defined objectives and effects, reducing the number of vague
formulations and verbal attempts to convey content. Awareness of their pre-
the giver directs the speech activity of students, concretizes
proposed assignments.
7. Drawing up tasks that increase the personal significance of educational communication
cations. Particular attention should be paid to establishing feedback. Teaching
students can formulate and agree with the teacher the criteria
evaluation, and then characterize the work of each other (response partners).
Self-formulating the results of the lesson, they indicate important for
aspects of themselves, define learning objectives, feel they are not performers
prescriptions, but active leaders. CLIL teaches ways to acquire knowledge
(learning to learn) and forms learning autonomy (learner autonomy).
8. Formation of learning autonomy. Preparing in the future for the act of other-
lingual communication, the specialist will not receive a carefully selected and structured
tourted lexical minimum, developing exercises or especially
created conditions. He will have to orient himself, determine
share functions, organize work with new vocabulary, motivate yourself
in the most efficient way. Learning autonomy is an important tool
ment of self-education and professional communication. It's obvious that
actions according to the model and the development of the prescribed volume of vocabulary are inevitable;
we are only talking about the need at this stage to supplement their tasks
CLIL format, actively developing motivation, responsibility and autonomy
ness of students.
9. Special approaches to lesson planning. Lesson plans should
reflect: the types of communication used, communicative functions,
developed cognitive skills, differentiating tasks (differentiation
tasks) for students at lower and higher levels, as well as usually
completing tasks much earlier or later than others.
Formative assessment, summative
assessment (summative), assessment by classmates (peer assessment). Special attention
Mania is given to the preparation of a portfolio (portfolio assessment) and self-assessment
(self-assessment). Students can use specific criteria (“Can do”
statements) to review progress and draw conclusions about how
material needs improvement.
10. Organization of the venue for classes. Most often these are small audits.
rii or equipped with technology language laboratories. CLIL offers to create
giving them the necessary environment for the continuous perception of information
in a foreign language (language-rich classroom). For example, there may be
useful posters with questions or important vocabulary to remember. In excellent
different from school classrooms, university classrooms are used by groups with different
needs, but there is no need to place materials on a permanent
basis, their presence during the session is sufficient. use
interactive whiteboard is of particular importance: in addition to the function of visual
demonstration, it can vary the speed or intensity of the session,
visually simulate the necessary thematic environment.
Taking into account the features of CLIL affects not only the preparation for classes, but also
preparation of course programs, calendar and thematic developments: they include
the components of CLIL that meet the goals of further professional com-
communications in a foreign language.
CLIL influences the assessment of work and the setting of learning outcomes.
So, when answering the final state certification in legal an-
the English language, members of the commission often observe two opposite
situations. The first student demonstrates advanced cognitive skills and
communication skills, actively participates in the conversation, initiates the expression of a point
vision, structures the answer, sums up; however, his knowledge of the language
legal communication, in particular terminological, are at a lower
com level. A deep understanding of the terms second indicates a serious
attitude to the subject and thoroughness of preparation, but communication skills
developed much worse, the pauses required for the competent construction of an utterance
voicings can be interpreted as attempts to remember the content or terms
lack of knowledge.
On the one hand, fluency and communication skills are basic
in the implementation of professional communication in a foreign language; even when
in the presence of a terminological difficulty, the student will get out of the situation, explain
concept, rebuild the statement, use synonymy. On the other hand,
the language of everyday communication and even the general academic language differ from
language of professional communication, and knowledge and application of legal vocabulary,
Confident possession of concepts characterizes the student as a specialist. WHO-
there is no logical question about the priority of skills; even if you refuse
from such a choice, the question of the fairness of the same assessment remains debatable.
The CLIL approach initially refers to the integration of content
and linguistic side of speech. Then the work of students from the first year is oriented
on it and evaluated accordingly. In the case of demonstrating fluency in
communicating only on general topics, the CLIL principle is violated, which will be
reason for downgrading. The same happens when misunderstanding
term or topic entails a violation of professional communication:
the answer to an unasked question sounds, concepts are substituted, attempts by the teacher
rephrasing the question do not bring the student closer to understanding his
holding. In other words, when scoring, it is optimal to consider
component-by-component evaluation.
An example of another problem situation in which the approach may be useful
CLIL. At the final assessment, one of the students demonstrates a higher
level of legal foreign language proficiency than another. With a formal
but the same requirements and evaluation criteria for all graduates, the difference
points obviously. However, the first student at the start of the program had
a higher level of language proficiency and, perhaps, with insufficient diligence
over the years, even reduced the performance. The second student showed diligence
and increased his knowledge by several levels at once. In such a consideration
evaluation norms no longer look unambiguous. CLIL uses the summative
assessment (allowing at the very beginning of training to take into account the level of each
new student), formative assessment and portfolio method (allowing
track the progress of each student in development). This makes it possible
teachers who begin to teach classes in this group at subsequent
courses, or members of the state attestation commission to receive additional
valuable information about the student's personal progress.
So, since in the process of teaching a legal foreign language
the initial acquaintance of students with many terms, concepts,
realities and topics not yet disclosed within the disciplines in the native language,
knowledge in the field of jurisprudence and in the field of a foreign language is acquired
at the same time. This gives grounds to state the use of technology
CLIL, or rather, its varieties of "soft CLIL". This fact may not be recognized
be a teacher, but otherwise CLIL can introduce into the process
planning courses, conducting classes and evaluating the results of the study
foreign language positive dynamics and optimizing elements.
Despite the fact that the relationship between the teaching of language and culture, it is necessary
the ability to master the content of the discipline, communication in the classroom, development through
learning a foreign language of mental abilities and expanding the circle of
gaps are obvious, these four components find methodical revision
comprehension and concretization within the framework of CLIL.
This method offers solutions in the system of assessing knowledge, skills
and skills of students in cases where the problem is the difference in knowledge
content and foreign language, the difference in the personal contribution of students to the achievement
level of knowledge. It partially solves the problem of continuous maintenance
motivation for the learning process, since it prescribes specific actions,
aimed at the formation of learning autonomy, personal significance
sti of the studied material for students and activity in the classroom.
CLIL offers concrete answers to questions that come up regularly
teachers of a foreign language, for example: whether to allocate special time for
classes and separate hours in the calendar-thematic plans for grammatical
component, how to solve the issue of the ratio of fluency of speech and its correctness
when evaluating answers, etc. Such answers find their application directly
in practice: as in goal-setting when compiling programs and then finally
of the first certification, and within the framework of each specific lesson or series of classes.
The awareness of the application of the CLIL approach significantly enriches the teaching staff.
methodological tools and has prospects for development in teaching
foreign language of professional communication of students of the legal university
university.
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