CLIL Principles in Vocational Technical Education

Proceedings of The International Conference on Research in Humanities

Year: 2019


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CLIL Principles in Vocational Technical Education

Martina Lipková



A dual-focused educational approach assumes closer cooperation between teachers, resulting in cross-curricular link development. Applying the CLIL principles within an experiment, students of the vocational secondary technical school of mechanical engineering were studying the specificsubject content through L2. Higher vocational secondary schools are showing increasing interest in content and language integrated learning (CLIL). Along with the subject-based lexical competence acquisition and the grammar of functional language, CLIL provides effective teaching and learning based on scaffolding. In this paper, some of the results achieved by the experiment are presented. Two groups of students – control and experimental – were compared in the experiment. Specific topics in mechanics had been selected for the CLIL lessons to provide communicative competence acquisition focused on specialist terminology. CLIL balances foreign language skills acquisition and vocational education, thereby significantly supporting motivation and self-confidence in students. Communicative competence acquisition focused on specialist terminology increases graduates’ chances in the labour market.

Keywords: acquisition; competence; content; language; specific-subject.