A METHODOLOGICAL MODEL FOR INTEGRATING CHARACTER WITHIN CONTENT AND LANGUAGE INTEGRATED LEARNING IN SOCIOLOGY OF RELIGION
(1) Department of Sociology and Anthropology, C7 Building, First Floor
Abstract
Abstract
In this article, I describe a methodological model I used in a experimental study on how to integrate character within the practice of Content and Language Integrated Learning (CLIL) at the higher education Indonesia.This research can be added to research about character education and CLIL in tertiary education, giving nuances to the practice of CLIL so far predominantly a practice in primary and secondary schools.The research was conducted in Semarang State University, in the Department of Sociology and Anthropology, in Sociology of Religion bilingual class. The research indicates that the integration of character within CLIL enrich the perspective of CLIL by strengthening the use of CLIL for intellectual growth and moral development. On the other side, the use of CLIL with character education gives methods and perspectives to the practice of character education which so far only emphasise contents reforms without learning methods reforms. The research also reveals that the weakness of CLIL in using text for classroom learning can be overcome by the use of specific reading and writing strategies. I develop a practical text strategy which can be effectively used in highly conceptual subject such as sociology of religion.
Abstrak
Artikel ini bertujuan untuk mendeskripsikan model metodologis yang saya pakai untuk mengintegrasikannya karakter dalam Content and Language Integrated Learning (CLIL) pada pendidikan tinggi di Indonesia. Penelitian ini memperkaya penelitian mengenai pendidikan karakter dan penerapan CLIL di perguruan tinggi, selama ini penelitian semacam itu hanya biasa di level lebih rendah. Penelitian dilakukan di Universitas Negeri Semarang, pada kelas bilingual yang diikuti 25 mahasiswa, dan diujikan pada mata kuliah Sosiologi Agama. Pelajaran dari penelitian ini adalah integrasi karakter dalam CLIL dapat memperkaya CLIL. Sebaliknya penggunaan CLIL untuk mendidikkan karakter di kelas bilingual mampu menjawab berbagai tantangan pendidikan karakter di Indonesia yang sebagian besar masih berupa pengintegrasian karakter dalam kurikulum saja, tanpa disertai perubahan metode pembelajaran. Penelitian juga menunjukkan bahwa kelemahan CLIL dalam mengintegrasikan teksbook dalam pembelajaran kelas bilingual bisa diatasi dengan penggunaan strategi reading dan writing yang spesifik.
© 2013 Universitas Negeri Semarang
Keywords
Full Text:
PDFReferences
Alonso, E.; Grisaleña,J., Campo, A., (2008) Plurilingual Education in Secondary Schools : Analysis of Results in International CLIL Research Journal Vol 1 (1) 2008
Alexander, J. R.: 2006, International Programmes in the German-speaking World and Englishization: a Critical Analysis, in R. Wilkinson and V. Zegers (eds.), Realizing Content and Language Integration in Higher Education, Universitaire Pers Maastricht, Maastricht.
Airey, J. (2009) Estimating Undergraduate Bilingual Scientific Literacy in Sweden in International CLIL Research Journal Vol 1 (2) 2009
Baker, C.: 2001, Foundations of Bilingual Education and Bilingualism, Multilingual Matters Clevedon.
Beardsmore, H. B. (2008) Multilingualism, Cognition and Creativity. International CLIL Research Journal Vol 1 (1) 2008
Brady, A. 2009. An integrated Approach to Content and Language Study: Citizenship Development & Society Building in David MArsh & Peeter Mehisto, dkk. 2009. CLIL practice: Perspective from the Field. CCN University of Jyvaskyla: Finland.
Brinton, D. and Snow, M. A. (1990) Content-based Language Instruction,Newbury House, New York.
Brinton, D. and Snow, M. A.: 1990, Content-based Language Instruction. Newbury House, New York.
Chaudron, C.: 1988, Second Language Classrooms, Cambridge University Press, Cambridge.
Ciabattari, T. 2013. Creating a Culture of Good Writing: A Cumulative Model for Teaching Writing in the Sociology Major. Teaching Sociology 41: 60-69, doi:10.1177/0092055X12462415
Coleman, J. A. 2006. English-Medium Teaching in European Higher Education, Language Teaching, 39, 1, 1-14.
Coleman, J.A.; and Costa, F. 2010. “Integrating Content and Language in Higher Education in Italy: Ongoing Research Francesca Costa” in International CLIL Research Journal Vol 1 (3)
Celaya, Luz; de Zarobe, Y.R .2010. “First languages and age in CLIL and non-CLIL contexts” in International CLIL Research Journal Vol 1 (3)
Coyle, D. (2005) Developing CLIL. Towards a Theory of Practice, APAC Monographs, 6, 5-29 .
Coleman, J. A.: 2006, English-Medium Teaching in European Higher Education, Language Teaching, 39, 1, 1-14.
Coyle, D.: 2005, Developing CLIL. Towards a Theory of Practice, APAC Monographs, 6, 5-29
Crandall, J. and Kaufman, D. (eds.): 2002, Content -Based Instruction in Higher Education Settings, TESOL Practice Series, Alexandria, VA.
Crain, W.C (1985). Theories of Development.Prentice-Hall. pp. 118-136
Cummins, J.: 1984, Wanted: a Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students, in C. Rivera (ed.), Language Propficiency and Academic Achievement, Multilingual Matters, Clevedon.
Dalton-Puffer, C. (ed.): 2007, Empirical Perspectives on CLIL Classroom Discourse, Peter Lang Franktfurt.
Dalton-Puffer, C. (ed.) (2007) Empirical Perspectives on CLIL Classroom Discourse, Peter Lang Franktfurt.
Eldridge, J.; Neufeld, S., Hancioğlu, N(2010) “Towards a Lexical Framework for CLIL” in International CLIL Research Journal Vol 1 (3) 2010
Milne, E.D and Garcia, A.L.2008.The Role of Repetition in CLIL Teacher Discourse :A Comparative Study at Secondary and Tertiary Levels.International CLIL Research Journal Vol 1 (1) 2008
Genesee, F.: 1987, Learning through Two Languages, Newbury House, Cambridge, MA.
Gillham, B.: 2000, Case Study Research Methods, Continuum, London.
Gonzalez, A.: 1998, The Language Planning Situation in the Philippines, Journal of Multilingual and Multicultural Development, 19, 5, 487-525.
Genesee, F. (1987) Learning through Two Languages, Newbury House, Cambridge, MA.
Infante, Debora; Guido Benvenuto, Emilio Lastrucci (2008) Integrating Content and Language at Primary School in Italy : Ongoing Experimental Research. International CLIL Research Journal. Vol 1 (1) 2008
Hofmannová, Marie; Jarmila Novotná, Renata Pípalová (2008) Assessment Approaches to Teaching Mathematics in English as a Foreign Language in International CLIL Research Journal Vol 1 (1) 2008
Hudd, S.S., Lauren M. Sardi, and Maureen T. Lopriore. 2013.Sociologists as Writing Instructors: Teaching Students to Think, Teaching an Emerging Skill, or Both?Teaching Sociology 41: 32-45 doi:10.1177/0092055X12458049
Heckler, N.C., David R. Forde, and C. Hobson Bryan. 2013. Using Writing Assignment Designs to Mitigate Plagiarism. Teaching Sociology January 2013 41: 94-105, doi:10.1177/0092055X12461471
Järvinen, H.: 2008, Learning Contextualized Language: Implications for Tertiary Foreign-Language-Medium Education, in E. Rauto and L. Saarikoski (eds.), Foreign-Language-Medium Instruction in Tertiary Education: a Tool for Enhancing Language Learning, Vaasan Ammattikorkeakoulu, University of Applied, Vaasa.
Kaufman, P. 2013. Scribo Ergo Cogito : Reflexivity through Writing. Teaching Sociology January 2013 41: 70-81, doi:10.1177/0092055X12458679
Kasper, L. F.: 2000, Content-based ESL Instruction, Mahwah, Lawrence Erlbaum Associates.
Krashen, S. D.: 1985, Second Language Acquisition and Second Language Learning, Pergamon, Oxford.
Kohlberg, L. (1976). Moral Stages and Moralization: The Cognitive- Developmental Approach. In T. Lickona (Ed.) Moral Development and Behavior. New York: Holt, Rinehart, & Winston.
Loranc-Paszylk, B. (2009) Integrating Reading and Writing into the Context of CLIL Classroom: Some Practical Solutions in International CLIL Research Journal Vol 1 (2)
Lucietto , Sandra (2008) A Model for Quality CLIL Provision. International CLIL Research Journal Vol 1 (1) 2008
Lasagabaster, David; and Juan Manuel Sierra (2009) Language Attitudes in CLIL and Traditional EFL Classes . International CLIL Research Journal Vol 1 (2) 2009
Marsh, D., Maljers, A. and A. K., Hartiala, (eds.): 2001, Profiling European CLIL Classrooms: Languages Open Doors, University of Jyväskylä, Jyväskylä.
Marsh, D. and Wolff, D., (eds.): 2007, Diverse Contexts-Converging Goals: CLIL in Europe, Peter Lang, Frankfürt.
Marsh, H. W., Hau, K. and Kong, C.: 2000, Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects, Harvard Educational Review, 70, 3, 302-346.
Mehisto, Peeter; David Marsh dan Maria Jesus Frigols (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multicultural Education. Oxford: McMillan Press.
Mehisto, Peeter(2008)CLIL Counterweights : Recognising and Decreasing Disjuncture in CLIL in International CLIL Research Journal Vol 1 (1) 2008
Michael Lewis. Developing A Sociological Perspective on Mental Illness Through Reading Narratives And Active Learning: A “Book Club” Strategy. Teaching Sociology, October 2004; vol. 32, 4: pp. 391-400.
Navés, T. (2009) Effective Content and Language Integrated Learning (CLIL) Programmes, in Y. Ruiz de Zarobe and R. M. Jiménez Catalán (eds,), Content and Language Integrated Learning. Evidence from Research in Europe, Multilingual Matters Bristol.
Navés, T.: 2009, Effective Content and Language Integrated Learning (CLIL) Programmes, in Y. Ruiz de Zarobe and R. M. Jiménez Catalán (eds,), Content and Language Integrated Learning. Evidence from Research in Europe, Multilingual Matters Bristol.
Purcell, David. 2012. Sociology, Teaching, and Reflective Practice: Using Writing to Improve. Teaching Sociology. 41: 5-19, doi:10.1177/0092055X12460028
Parrotta, K. and Buck, A.R. 2013. Marx Accessible Understanding Alienated Labor through Experiential Learning.Teaching Sociology October 2013 41: 360-369, doi:10.1177/0092055X13491505
Picca, L.H., Starks, B. and Gunderson, J.. 2012.“It Opened My Eyes”: Using Student Journal Writing to Make Visible Race, Class, and Gender in Everyday Life. Teaching Sociology. 41: 82-93, first published on September 12, 2012 doi:10.1177/0092055X12460029
Pelton, J.A. 2013. “Seeing the Theory Is Believing”: Writing about Film to Reduce Theory Anxiety. Teaching Sociology. 41: 106-120, first published on September 25, 2012 doi:10.1177/0092055X12462142
Ricci Garotti, F. (ed): 2006, Il Futuro si Chiama CLIL, IPRASE Trentino, Trento.
Roberts, J.C. and Roberts, K.A. Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep Learning in Sociology Courses. Teaching Sociology, April 2008; vol. 36, 2: pp. 125-140.
Stohler, U.: 2006, The Acquisition of Knowledge, Vienna English Working Papers, 3/06, pp. 41-46.
Swain, M.: 1996, Integrating Language and Content in Immersion Classrooms: Research Perspectives, The Canadian Modern Language Review, 52, 4, 529-548.
Schwartz, A., “It’s not too late…” The Chronicle of Higher Education. The Chronicle of Higher Education: June 9, 2000, p. A68.”Teaching Morals and Character at State University.”123HelpMe.com. 28 Oct 2013 .
Swain, M.: (1996) Integrating Language and Content in Immersion Classrooms: Research Perspectives, The Canadian Modern Language Review, 52, 4, 529-548.
Sudhoff, Julian (2010) “CLIL and Intercultural Communicative Competence: Foundations and Approaches towards a Fusion Julian Sudhoff” . International CLIL Research Journal Vol 1 (3) 2010
Ting, Yen-Ling Teresa (2010) “CLIL Appeals to How the Brain Likes Its Information: Examples From CLIL-(Neuro)Science” .International CLIL Research Journal Vol 1 (3) 2010
Tan, P. K. W.: 2005, The Medium-of-Instruction Debate in Malaysia, Language Problems & Language Planning, 29, 1, 47-66.
Van Leeuwen, C. and Wilkinson, R., (eds.): 2003, Multilingual approaches in university education, Universiteit Maastricht/Uitgeverij Valkhof Pers, Maastricht.
Varkuti, A. 2010. Linguistic Benefits of the CLIL Approach: Measuring Linguistic Competences.International CLIL Research Journal Vol 1 (3) 2010
Van Leeuwen, C. and Wilkinson, R., (eds.) (2003) Multilingual approaches in university education, Universiteit Maastricht/Uitgeverij Valkhof Pers, Maastricht.
Wetter, John (2011) The Impacts of Research and Development Expenditures: The Relationship Bteween Total Factor Productivity and US Gross Domestic Product Performance. London: Springer
Wächter, B.: 2004, Higher education in a Changing Environment, Lemmens, Bonn.
Wilkinson, R., (ed.): 2004, Integrating Content and Language. Meeting the Challenge of Multilingual Higher Education, Universitaire Pers Maastricht, Maastricht.
Wilkinson, R. and Zegers, V., (eds.): 2007, Researching Content and Language Integration in Higher Education, Universitaire Pers Maastricht, Maastricht.
Yassin, Sopia Md ;David Marsh, Ong Eng Tek, Lai Ying Ying (2009) Learners’ Perceptions Towards The Teaching Of Science Through English In Malaysia: A Quantitative Analysis . International CLIL Research Journal. Vol 1 (2) 2009
Yip, D. Y., Tsang, W. K., and Cheung, S. P.: 2003, Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test, Bilingual Research Journal, 27, 2, 295-331.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.