Nastava jezičkih i nejezičkih sadržaja na stranom jeziku
predlog modela kursa za usavršavanje nastavnika u CLIL kontekstu
DOI:
https://doi.org/10.18485/analiff.2017.29.1.9Keywords:
dvojezična nastava, nastavnik nejezičkog predmeta na stranom jeziku, nastavnik stranog jezika, usavršavanje nastavnika u CLIL nastavi, Treća beogradska gimnazija, italijansko-srpska sekcija, predlog modela CLIL kursa, obrazovni sistem Republike SrbijeAbstract
Metoda CLIL (engl. Content and Language Integrated Learning) podrazumeva dvojezičnu nastavu koja se odvija na stranom i maternjem jeziku. U ovom kontekstu nastave učenici usvajaju nejezičke sadržaje (nastavni predmet) posredstvom stranog jezika. Na taj način strani jezik se usvaja istovremeno sa određenim nejezičkim predmetom (Marsh, 2002). Ovakav integrisani pristup podrazumeva da nastavnik nejezičkog predmeta u CLIL kontekstu mora da unese pojedine aspekte stranog jezika u svoju nastavu, dok na isti način nastavnik stranog jezika mora da prožme svoju nastavu sa sadržajem nejezičkih predmeta (Dale & Tanner, 2012). S tim u vezi, plansko usavršavanje nastavnika stranog jezika i predmetnog nastavnika u CLIL kontekstu predstavlja neophodan zadatak u obrazovnom sistemu Srbije koji nadležne institucije još nisu ispunile. U radu su prikazani modeli usavršavanja nastavnika u različitim zemljama koji ujedno predstavljaju smernice za definisanje predloženog modela kursa koji bi se organizovao na Filološkom fakultet u Beogradu za potrebe CLIL nastave u Srbiji. Pored toga, na osnovu opisa zakonskog okvira za dvojezičnu nastavu i primera organizacije nastave i aktivnosti dvojezične itajansko-srpske sekcije Treće beogradske gimnazije izdvojeni su relevanti aspekti ovakvog oblika nastave koji ukazuju na složenost strukture i na neophodnost konstatnog i sistemski rešenog usavršavanja nastavnika u CLIL kontekstu.
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