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The diploma thesis is concerned with content and language integrated learning, the CLIL method. The thesis is specifically focused on English language teaching in primary education. The theoretical part contents an introduction of the CLIL methodology, its history and specifics, including the aims, activities or materials in CLIL lessons. The thesis also focuses on what the application of this method looks like in chosen European countries, including the Czech Republic. Specifically, in the case of the Czech Republic, the thesis lists information related to CLIL teachers, the organization of CLIL classes, or CLIL projects that have taken place in the territory over the past years. The aim of the practical part is to describe how the method is applied in chosen Czech primary schools and how it is viewed by teachers and pupils in terms of its attractiveness and effectiveness. The research is designed as a multiple case study with the usage of observations of CLIL lessons and interviews with CLIL teachers and pupils at three primary schools in Prague. The result of the practical part is an analysis of the interviews and the author's observations of the CLIL lessons, completed by a summary of the findings from all the parts of the research altogether. These findings are then compared in the final...

Diploma thesis aims at introducing and application of CLIL, a method that is currently considered a suitable tool for improving quality of education. The method is, in this case, based on the integration of English language into Music teaching. A theoretical part is focused on the characteristics of the method, its history, didactic aspects, aims, required competences of a teacher and the principles of planning and realization of the method. The conclusion of the theoretical part is devoted to specific possibilities of application of the method in various areas of the subject of music education. A practical part constitutes of a creation of several worksheets that can be used in real music lessons at lower secondary school. The worksheets are accompanied by a methodological commentary in which the whole lesson is proposed. KEYWORDS Content and Language Integrated Learning, Music, innovative method, implementation, didactic aspect

TITLE: CLIL Implementation Into Primary School Teaching AUTHOR: PhDr. Petra Vallin DEPARTMENT: Department of Primary School Education, Faculty of Education, Charles University SUPERVISOR: Prof. PhDr. Vladimíra Spilková, CSc. ABSTRACT: This thesis deals with the Content and Language Integrated Learning (CLIL) which the European Union finds as a useful tool for teaching foreign languages in the 21st century. The objective of the theoretical part is to clarify the concept of CLIL and compare different interpretations and models which appears in school practice. We also focus on meta-analysis of research studies that have been undertaken in this area since 2005. The theoretical part provides insight into the history of CLIL in selected European countries including the Czech Republic. The first part concludes with a chapter on theoretical concepts which CLIL refers to and which are essential for implementation of CLIL. The aim of the empirical part is to implement CLIL into primary school teaching and describe what changes this innovation brings into practice. The empirical part is based on action research methodology which enable our active participation in the project of CLIL implementation. The main findings concerns the changes of the communication in the CLIL classroom. The results also shows that CLIL...

The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use while teaching at different stages of education in the Czech school system. The main aim of the practical part is to create educational materials and individual plans of lessons for teaching a curriculum of mathematics in English at the first stage of the primary school for grades 4 and 5, implementation of this method to teaching in selected small school and confirmation or refutation the statements of the authors of publications that, if implemented CLIL teaching at schools, it brings indisputable advantages for the whole educational process.

The diploma thesis is concentrated on CLIL, an innovative method of teaching. It integrates the content and the language learning. The aim of this work is to find out how CLIL is actually realized at primary schools and discover the possibilities and the limits of this method. The theoretical part of this work is based on the literature and it summarizes the main characteristic of Content and Language Integrated Learning. The practical part of this diploma thesis is an outcome of qualitative research. As the methods of research I used interviews with teachers, observations, a realization and a following reflection of a lesson which was planned and based on the principles of CLIL. The result of this work is the analysis of the CLIL lessons in primary education and the analysis of the possibilities and the limits of this method. KEYWORDS innovative method, foreign language teaching, Content and Language Integrated Learning, foreign language across the curriculum, qualitative research

The diploma thesis deals with an innovative method CLIL, which combines the teaching of subject matter with the teaching of a foreign language. The aim of the work is to use action research to verify the possibilities of applying CLIL in first class of chosen state primary school. The action research is a suitable tool to implement a new approach and contributes to improvement of the quality of teaching. The research is focused on the verification of different supporting strategies to create a set of functional scaffolding techniques, which help first graders to overcome the language barriers and achieve the learning objectives. The core of this thesis consists of detailed lesson plans and reflections, in which the used activities and scaffolding are analysed in terms of efficiency. The final part of the thesis includes several recommendations for practice from the perspective of the possibilities and boundaries of using CLIL method in Czech state schools. The research confirmed that the language level of pupils is not a necessary condition of teaching through CLIL and therefore it is possible to use CLIL from first class of primary school. Keywords: foreign language teaching, Content and Language Integrated Learning, action research, foreign language across the curriculum, innovative method.

This bachelor thesis deals with the topic of implementation of the Content and Language Integrated Learning into Mathematic Lessons at Lower Secondary Level. The thesis consists of a theoretical part, further describing the issue of the CLIL method and a practical part which describes the process of developing the study materials, the implementation and evaluation. The study materials are to be found in the attachment.

Language education is getting more and more important nowadays. English is one of the most favored languages in the world and in the Czech Republic as well. World globalization brings more pressure to standardize language education. Unification of the style and teaching way in Europe and all around the world has some negatives, for example suppress of teaching another languages then English. A few documents focusing the analyses and creation recommendation for language teaching have been made. The most important document in Europe is Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) which determine knowledge of language to A, B and C and also describe which level should a student have after completing each school year. One of the instruments supporting language education is CLIL (Content and language integrated learning). Different teaching styles and attitudes had been compared during history. Comparative pedagogy has been established for this purpose. Comparative pedagogy is mapping and comparing particular education systems. A lot of organizations interested in comparative pedagogy have been established after the Second World War. Different states have distinct requirements for language teachers. The Czech Republic bases its language education policy on EU. EU´s goal is that all its citizens should be multilingual. This means that beside the native tongue people should speak two foreign languages. The Czech Republic is on the similar level as the majority of Europe. Pupils start to learn foreign language in the third class of the basic school.

This diploma thesis, titled "Pythagorean Theorem in CLIL lessons", deals with one of the possible strategies in bilingual education - CLIL method which links teaching of a non- linguistic subject and a foreign language, mathematics and English, in this case. For the realization of CLIL method I have chosen the topic of the introduction to Pythagorean Theorem. The aim of this thesis was to check whether the chosen topic is suitable for CLIL lessons, then the influence of a foreign language on the active involvement of pupils in the lesson and on understanding of the subject matter. At the beginning, I focus on general integration of the content subject and a foreign language and then I describe the preparation of the experiment. The core of this thesis is the project of the CLIL lesson. The project was realized in the experimental groups, the gained data have been processed on the base of observation and analysis of the final individual work and the questionnaire. The results show the potential of the CLIL method as a new possibility for bilingual teaching of content subjects.