Боляк О.А. Впровадження предметно-мовного інтегрованого навчання (CLIL) у процесі іншомовної освіти чірлідерів

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Боляк О.А. – студентка Інституту мистецтв Київського університету імені Бориса Грінченка, спеціальність «Дизайн», Київського університету імені Бориса Грінченка

Анотація: Мета даної статті проаналізувати предметно-мовне інтегроване навчання (CLIL) у освітньому процесі здійснення фізичного виховання у чірлідерів. У статті розкрито потенціал методів, способів та прийомів задля досягнення реалізування предметно-мовного інтегрованого навчання (CLIL) у мовній освіті. Розглянуто складові предметно-мовного інтегрованого навчання (CLIL) зокрема у контексті навчання іноземної (англійської мови) чірлідерів.

Ключові слова: предметно-мовне інтегроване навчання (CLIL); чірлідінг; білінгвізм; впровадження; мовна компетентність; мовлення.

Аннотация: Цель данной статьи проанализировать предметно-языковое интегрированное обучение (CLIL) в образовательном процессе осуществления физического воспитания чирлидеров. В статье раскрыт потенциал методов, способов и приемов для достижения реализации предметно-языкового интегрированного обучения (CLIL) в языковом образовании. Рассмотрены составляющие предметно-языкового интегрированного обучения (CLIL) в контексте обучения иностранному (английскому языку) чирлидеров.

Ключевые слова: предметно-языковое интегрированное обучение (CLIL), чирлидинг; билингвизм; внедрения; языковая компетентность; речь.

Annotation: The purpose of this article is to analyze subject-language integrated learning (CLIL) in the educational process of cheerleaders` physical education. The article reveals the potential of methods, methods and techniques for achieving the implementation of subject-language integrated learning (CLIL) in language education. Components of subject-language integrated learning (CLIL) in the context of training for cheerleaders` foreign language (English) are considered.

Key words: subject-language integrated learning (CLIL), cheerleading; bilingualism; implementation; language competence; speeches


Problem setting

Society is constantly developing, that happens with help of the Internet, people from around the world can unite, communicate and work together using all of the advantages of it. The processes of internationalization and globalization are permanently developing. Therefore, the study of a foreign language is a necessity for every modern person. Knowledge of a foreign language offers great prospects in various spheres of human activity, increases competitiveness at work. Especially popular language is English, as it is considered not only like language of business, political and economic relations of many world countries, but is also used in such spheres as culture, education, sports. Talking about sports can not mention the various competitions that take place all over the world, including Olympic Games and World Championships. English is used as the language of communication at all these events. This process of combining English in the training of sports professionals is very interesting, because during the studying you can learn a lot of new vocabulary, its using, and improve foreign language. Such integrated learning through the study of other subjects is named CLIL.

Analysis of recent achievements and publications

Beginning to reveal the topic of this work: it is necessary to define the terms that used. Firstly, CLIL stands for Content and Language Integrated Learning and refers to different teaching subjects to students through a foreign language[1]. So, Content and language integrated learning or CLIL is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. CLIL is sometimes called the industry of development of educational linguistics. During the last decade, this way of education foreign language has attracted the interest of most European countries. The European start of CLIL in 1994 was both political and educational. The political impetus was explained as the vision that mobility through the European Union requires a higher level of linguistic competence in certain languages. Bilingual initiatives such as Canada [2] influenced educational stimulus. In this country, the CLIL was developed. What is so unusual in this methodology? The label CLIL is defined as an integrative term that includes language and content, such as content-based language instruction, content-enhanced teaching, integration of content and language, theme-based language teaching, content infused language teaching, foreign language medium instruction, bilingual integration of language and disciplines, learning through an additional language, foreign languages across the curriculum. The CLIL approach has been praised on many different grounds [6] (preparation for internationalization; boosting the affective dimension, in the sense that students will feel more motivated to learn foreign languages; improving specific language terminology; enhancing students’ intercultural communicative competence; fostering implicit and incidental learning by centering on meaning and communication; improving overall language competence in the target language, in particular oral skills) purportedly being more beneficial for their development than traditional foreign language teaching approaches.

The objective of the article

The main object of this article is the presentation of the possibilities of integrated study of dance sports cheerleading and the use of this knowledge in the study of a foreign language (CLIL) in specific programs and the implementation in cheerleading educational process.

The statement of the fundamental material

CLIL is open to a broad interpretation and his main feature is the ability to study a foreign language in the context of teaching a certain discipline, the theoretical aspects of a particular subject [1]. This also applies to cheerleading.

Cheerleading is a dance sport that includes elements of acrobatics and gymnastics. Cheerleading began during the late 18th century with the rebellion of male students, so organized cheerleading started as an all-male activity. In 1923, at the University of Minnesota, women were permitted to participate in cheerleading. The International Federation of Cheerleading (IFC) was formed in 1998 and is a non-profit federation based in Tokyo, Japan. The IFC is an Associate Member of the World DanceSport Federation (WDSF) which is recognised by the International Olympic Committee (IOC) and a member of SportAccord, the Association of IOC Recognised International Sports Federations (ARISF), the International World Games Association (IWGA) and the International Masters Games Association (IMGA). Ukrainian federation of Cheerleading and Cheersport (UFCC) was formed in 2013. This sport is actively developing not only in Ukraine but also in Europe. Ukraine is a member of the IFC (International Federation of Cheerleading) and ECA (European Cheerleading Association). During the existence of the federation our athletes twice participated in the European Cheerleading Championships in 2016-2017 and in the Cheerleading World Championships 2017. Therefore, the education of trainers is very important. After all, without complying with the rules of the competition can not qualify for high places. All rules for competitions for trainers and judges, seminars are held exclusively in English. Foreign specialists often come to Ukraine to tell about the innovations in the sport, explain how to perform the elements. All this involves coaches and judges in learning English to motivate them to understand everything without the help of an interpreter. A lot of words, vocabulary used in cheerleading. Such words as transitions, stunts, pyramids, dismounts and their varieties are names of elements, but are used in other spheres. For instance, the position of hands in arm motion: buckets, daggers, candles. Among the stunts you can find the following words bearish grip, diamond, cradle. Such words will be clear to the cheerleading specialist. If the coach or judge hear their use in other spheres, he will immediately understand the meaning, he will have an association in his head. In this way there is a mutual integration of knowledge from different spheres. Coaches do not notice themselves, learn English simultaneously with the rules of the competition. Of course, it is impossible to comprehend all the necessary vocabulary by studying cheerleading. But this gives grounds for assimilating new words, improving pronunciation and expanding vocabulary.

For trainers, which in general is an extremely difficult learning of foreign languages, after using CLIL, then they begin to study the new material more quickly. The implementation of CLIL (Content and Language Integrated Learning) programs is becoming commonplace because this approach is the best way to improve the knowledge of foreign language students without using too much effort in this process. Talking about cheerleading and many other sports, they all have rules in English. In general, practically all sports disciplines have the translation of rules in English. But speaking of other areas of English use, this is not always appropriate. This is the main problem - to be able to point out the expediency of the development of the CLIL in different spheres of society, taking into account the national, cultural and religious characteristics of people. But, it should be noted that the use of English in cheerleading is appropriate, because this sport was born in the United States. Another problem is that CLIL is unprepared both by the instructors to properly explain in English as well as the trainers themselves who do not learn the terminology even in their native language.

Conclusion and the prospects of the above research

Conclusion In the conclusion, the implementation of the CLIL program in the process of training of the cheerleading preparation has the advantages and disadvantages. But, the benefits of using CLIL are much more effective. Because the integration of cheerleading and English opens the prospect of further realization of opportunities in the field of sports and the study of a foreign language.


  1. Banegas, Dario Luis. "CLIL teacher development: Challenges and experiences." Latin American Journal of Content & Language Integrated Learning 5.1 (2012): 46-56.
  2. Coyle D. Content and language integrated learning: towards a connected research agenda for CLIL pedagogies. Int J Biling Edu Bilingual 2007; 10: 543-562.
  3. Cenoz, Jasone. "Discussion: Towards an educational perspective in CLIL language policy and pedagogical practice." International Journal of Bilingual Education and Bilingualism 16.3 (2013): 389-394.
  4. Darn S. Content and Language Integrated Learning (CLIL): A European Overview //Online Submission. – 2006.
  5. Harrop E. Content and Language Integrated Learning (CLIL): Limitations and possibilities [Електронний ресурс]. – Режим доступу: http://dspace.uah.es/dspace/bitstream/handle/10017/14641/Harrop_Content.pdf ?sequence=1
  6. Nikula, Tarja, Christiane Dalton-Puffer, and Ana Llinares García. "CLIL classroom discourse: Research from

Europe." Journal of Immersion and Content-Based Language Education 1.1 (2013): 70-100.

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