Investigating into the Lithuanian Secondary School Teachers’ Needs for CLIL

Dalia-Ona PinkevičienėLoreta Zavadskienė

Institute of Foreign LanguagesVilnius University

Memebers of LATEFL21st May, 2011, Vilnius

Presentation made at the 5th International Conference “Languages for Work and Life: a Challenge for Teachers and Learners”

The Scope and Tool of the Survey

Scope – 74 teachers from different regions in Lithuania Tool - the questionnaire (questions grouped into the

blocks of information):1. The professional background of respondents2. Their general understanding of CLIL3. Their ability to apply CLIL to practice4. The particular aspects of CLIL they think they need5. The age groups to be targeted6. The topics to be covered

Teacher Distribution According to the Regions of Lithuania

42; 56%

3; 4%

10; 14%

9; 12%10; 14%

NorthernSouthernWesternSouth-EasternNot answered

Teacher Distribution According to the Regions of Lithuania and Subjects Taught

96 6

20

13 4

22

0

5

10

15

20

25N

ort

he

rn

So

uth

ern

We

ste

rn

So

uth

-E

as

tern

Teachers of EnglishSubject Teachers

Teacher Distribution According to the Type of School

6 7

28

21

20

8

2

0

5

10

15

20

25

30

Bas

ic

Sec

onda

ry

Gym

nasi

um

Oth

er T

ype

Teachers of English

Subject Teachers

Teacher Distribution According to the Length of Teaching

73

74

710

35

70

32

12

0 2 4 6 8 10

1 - 4 Years

5 - 10 Years

16 - 20 Years

21 - 25 Years

26 - 30 Years

31 - 35+ Years

Other

Subject TeachersTeachers of English

Teacher Distribution According to theSubject Taught

31 42%

43 58% Teachers of English

Subject Teachers

Teacher Distribution According to the Pedagogical Category

12

19

11

14

9 9

7

0

2

4

6

8

10

12

14

16

18

20

Expert

Methodologist

Senior

Teacher

Teachers of English

Subject Teachers

Teacher Distribution According to theLevel of English

250

150

34

07

08

08

01

0 5 10 15 20 25

C2

C1

B2

B1

A2

A1

Not answered

Subject Teachers

Teachers of English

Teacher Distribution According to theGeneral Knowledge about CLIL

3

11

31

18

7

2 2 0

0

5

10

15

20

25

30

35

Not

hing

A L

ittle

Qui

te a

Lot

A L

ot

Teachers of EnglishSubject Teachers

Teacher Distribution According to the Sources of Information about CLIL

2417

51

52

74

18

62

20

0 5 10 15 20 25

Heard from Colleagues

Attended a CLIL Lesson

Was Present at a CLIL Lesson

Taught a CLIL Lesson

Has Not Heard

Other

Not Answered

Subject Teachers

Teachers of English

Teacher Distribution According to the Ability to Plan a CLIL Lesson

13 16

1 0

28

14

1 1

0

10

20

30

Ye

s

No

Do

n't

Kn

ow

No

tA

ns

we

red

Teachers of English

Subject Teachers

Teacher Distribution According to the Intention to Participate in the “Green English in CLIL” Course

3649%

79%

79%

2230%

23%

Yes (Teachers of English)Yes (Subject Teachers)No (Teachers of English)No (Subject Teachers)Others

Teacher Distribution According to the Most Important Aspects of the “Green English in CLIL” Course

36

24

13

28

17 1714

96 6

4

0

5

10

15

20

25

30

Theo

retic

alB

ackg

roun

d

Pla

nnin

g a

CLI

L Le

sson

CLI

L M

etho

ds

Mat

eria

lsD

evel

opm

ent

Test

ing

and

Eva

luat

ion

All

Asp

ects

Teachers of English

Subject Teachers

Teacher Distribution According to the Opinion in which Classes the Course “Green English in CLIL” should be

Taught

4

11

8

5

8

4 4

1

15

6

3

10

4

0

2

4

6

8

10

12

14

16

Cla

sses

5-

8

Cla

sses

9-

10

Cla

sses

11-1

2

Cla

sses

5-

10

Cla

sses

9-

12

Cla

sses

5-

12

Oth

er

Teachers of EnglishSubject Teachers

Teacher Distribution According to the Opinion on the

Length of the “Green English in CLIL” Course

2317

7

15

9

7

0

510

15

20

2530

35

40

6 hours 12 hours Other

Subject Teachers

Teachers of English

Teacher Distribution According to the Form of Teaching the Course

6 8%

2230%

3 4%

43 58%

Face-to-FaceOn-LineBothNot Answered

Topics to be Covered

Pollution of the Baltic Sea Stabilization of sand dunes Rising sea levels Seaside littering Recession of beaches Oil platforms in the Baltic Sea Coastal erosion & coastal

defences Saving flora & fauna of the Baltic

Sea Pollution of rivers Surface water quality Sunken ships at the coast of

Denmark

Energy

Estonia

Things

Latvia

Water

Lithuania

Water:

Implications

1. More teachers of English than subject teachers participated in the survey.

2. The majority of respondents has basic understanding of CLIL matters and is aware of the promising future prospects of this modern approach.

3. The teachers of English possess more information on teaching CLIL than subject teachers.

4. The respondents in both groups emphasize the need for CLIL methodology, lesson planning and material development.

5. The course of CLIL is in great demand.