Research output: Contribution to journal › Article › peer-review
Implementation of Content and Language Integrated Learning (CLIL) programmes in Public Administration : Russian students’ and matriculants’ opinion about their first CLIL experience. / Rubtcova, Mariia; Kaisarova, Valentina.
In: Teaching Public Administration, Vol. 34, No. 3, 01.10.2016, p. 229-246.Research output: Contribution to journal › Article › peer-review
}
TY - JOUR
T1 - Implementation of Content and Language Integrated Learning (CLIL) programmes in Public Administration
T2 - Russian students’ and matriculants’ opinion about their first CLIL experience
AU - Rubtcova, Mariia
AU - Kaisarova, Valentina
PY - 2016/10/1
Y1 - 2016/10/1
N2 - Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian universities. Using CLIL as a theoretically grounded framework and as an ideological platform of such an introduction, we have described Public Administration students’ and matriculants’ ideas on their current CLIL experience. Data comes from a survey of university students (N = 141) and formalised interviews with St. Petersburg universities’ matriculants (N = 43). We draw the conclusion that their social environment is mainly monolingual and they perform daily communication in Russian. This is one of the reasons to promote CLIL as a strong methodological conception in the practice of teaching Public Administration in English in Russian higher education institutions.
AB - Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian universities. Using CLIL as a theoretically grounded framework and as an ideological platform of such an introduction, we have described Public Administration students’ and matriculants’ ideas on their current CLIL experience. Data comes from a survey of university students (N = 141) and formalised interviews with St. Petersburg universities’ matriculants (N = 43). We draw the conclusion that their social environment is mainly monolingual and they perform daily communication in Russian. This is one of the reasons to promote CLIL as a strong methodological conception in the practice of teaching Public Administration in English in Russian higher education institutions.
KW - bilingual education in public administration
KW - CLIL in higher education
KW - Russia
UR - http://www.scopus.com/inward/record.url?scp=84992029469&partnerID=8YFLogxK
U2 - 10.1177/0144739415620950
DO - 10.1177/0144739415620950
M3 - Article
AN - SCOPUS:84992029469
VL - 34
SP - 229
EP - 246
JO - Teaching Public Administration
JF - Teaching Public Administration
SN - 0144-7394
IS - 3
ER -
ID: 9360448