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3rd International Conference on Education, Culture and Identity

ICECI 2017

3rd International Conference on Education, Culture and Identity ICECI 2017 BILINGUAL EDUCATION IN SERBIAN AND RUSSIAN;

BILINGUAL EDUCATION IN

SERBIAN AND RUSSIAN;

ALEKSINAC MODEL

3rd International Conference on Education, Culture and Identity ICECI 2017 BILINGUAL EDUCATION IN SERBIAN AND RUSSIAN;

Dragana Vasilijević

3rd International Conference on Education, Culture and Identity ICECI 2017 BILINGUAL EDUCATION IN SERBIAN AND RUSSIAN;

Belgrade, Serbia

Topics to be covered Bilingual Education in Europe: Forms and Benefits Bilingual Education in Serbia Bilingual
Topics to be covered
Bilingual Education in Europe: Forms and Benefits
Bilingual Education in Serbia
Bilingual Teaching in Serbian and Russian: Aleksinac Model
Conclusions and perspectives
Language combinations in Europe 1 state language + 1 foreign language We understand CLIL as a
Language combinations in Europe
1 state language + 1 foreign language
We understand CLIL as a dual-
focused approach in which an
additional language is used for
learning and teaching of both
1 state language + 1 other state language
language and content
(Maljers, Marsh & Wolff, 2007, p.
8) typically to students
1 state language + 1 regional/minority
language with official status
participating in some form of
mainstream education at
the primary, secondary, or tertiary
level (Dalton-Puffer, 2011, p. 183).
1 state language + 1 regional/minority
language without official status
1 regional/minority language without
official status + 1 foreign language

European Commission, 2017, pp. 161-163

Objectives
Objectives

(EURYDICE, 2006, pp. 22-23)

Socio- Socio- economic cultural objectives objectives Educational Linguistic objectives objectives
Socio-
Socio-
economic
cultural
objectives
objectives
Educational
Linguistic
objectives
objectives
Introduction of bilingual education
Introduction of
bilingual education
01 Sep 2004 5 vehicular languages; 80 sections Adapted CLIL model with 30- 45% classes in
01 Sep
2004
5 vehicular
languages;
80 sections
Adapted CLIL
model with 30-
45% classes in
foreign
language
Forms of Teaching by language of instruction
Forms of Teaching
by language of instruction

Law on Primary Education (Article 5) Law on Secondary Education (Article 19)

Forms of Teaching by language of instruction Law on Primary Education (Article 5) Law on Secondary
Schools Pupils Teachers
Schools
Pupils
Teachers

Rulebook on more specific conditions for the

implementation of bilingual teaching, “Official

Gazette of RS”, no. 105/2015, 50/2016.

Conditions for Pupils Language test
Conditions for Pupils
Language test
  • Average score in previous classes

  • Final exams

6 th 7 th High grade grade School
6
th
7
th
High
grade
grade
School

A1.1 CEFR

A1.2 CEFR

A2 CEFR

Conditions for teachers Teacher’s consent
Conditions for teachers
Teacher’s consent
Conditions for teachers Teacher’s consent Proof of their language knowledge Subject Subject teacher who teacher with

Proof of their language knowledge

Subject Subject teacher who teacher with B2 CEFR certificate studied in target language Subject teacher with
Subject
Subject
teacher who
teacher with
B2 CEFR
certificate
studied in
target
language
Subject
teacher with
Foreign
B1 certificate
lecturer
+ language
teacher
Conditions for Schools
Conditions for Schools
Conditions for Schools
Inconsistences of the Rulebook
Inconsistences of the Rulebook
Inconsistences of the Rulebook The Rulebook does not oblige teachers of any kind of improvement except
Inconsistences of the Rulebook The Rulebook does not oblige teachers of any kind of improvement except

The Rulebook does not oblige teachers of any kind of

Inconsistences of the Rulebook The Rulebook does not oblige teachers of any kind of improvement except

improvement except for linguistic;

Inconsistences of the Rulebook The Rulebook does not oblige teachers of any kind of improvement except
  • The Rulebook does not oblige schools on cooperation and experience exchange;

Inconsistences of the Rulebook The Rulebook does not oblige teachers of any kind of improvement except
The Rulebook does not state the obligation of external evaluation of bilingual instruction except for the
The Rulebook does
not
state
the
obligation
of
external evaluation of bilingual instruction except for the
Report written by schools themselves;
Problems
Problems
Problems Bilingual education is not recognized in official documents! No achievement standards for bilingual education! No
Problems Bilingual education is not recognized in official documents! No achievement standards for bilingual education! No
Problems Bilingual education is not recognized in official documents! No achievement standards for bilingual education! No
Bilingual education is not recognized in official documents!
Bilingual education is
not recognized in
official documents!
No achievement standards for bilingual education!
No achievement
standards for
bilingual education!
No benefits for teachers! Vučo & Begović, 2017, p. 232
No benefits for
teachers!
Vučo & Begović, 2017, p. 232
Guidelines for Improvement Adequate valuation of teachers Revision and reform of the program for bilingual classes
Guidelines
for Improvement
Adequate
valuation
of teachers
Revision and
reform of the
program for
bilingual
classes
Better
cooperation
among all
the parties
Creating
achievement
standards
Vučo, 2014, pp. 142-144
Russian language in Serbia Russian is being less and less present in primary and secondary education
Russian language in Serbia
Russian is being
less and less
present in
primary and
secondary
education
The interest for
learning Russian
is constantly
increasing
Aleksinac From Gymnasium year Supported by NIS Company 2014/15 Russian is taught as a second foreign
Aleksinac
From
Gymnasium
year
Supported
by NIS
Company
2014/15
Russian is taught as a
second foreign language
(only 2 classes per week)
73 pupils,
science
classes
9 subjects
(30-45% in
Russian)
Students
Students
Students take entrance exams in Russian (A2) ( gymnasium offers free four months of preparatory lessons
Students take entrance exams in Russian (A2) ( gymnasium offers free four months of preparatory lessons

take entrance exams in Russian (A2) (gymnasium offers free four months of preparatory lessons for absolute beginners)

Students take entrance exams in Russian (A2) ( gymnasium offers free four months of preparatory lessons
are expected to master standard curicula + B2 level of Russian in four years
are expected to master standard
curicula + B2 level of Russian in four
years
get free textbooks and/or transportation 2 best students get scholarships to study at Lobachevsky State University
get free textbooks and/or transportation
2 best students get scholarships to study at
Lobachevsky State University in Nizhni Novgorod

Teachers

Subject teachers (B1) together with the language teacher
Subject teachers (B1)
together with the
language teacher
Lack of teaching materials
Lack of teaching
materials
No opportunities for professional advancement
No opportunities for
professional
advancement
Overburdening
Overburdening
No native speakers
No native speakers
No benefits for teachers
No benefits for
teachers
Positive aspects Cooperation with institutions Financial support by NIS company High motivation
Positive aspects
Cooperation with institutions
Financial support by NIS
company
High motivation
Negative aspects Lack of teaching materials Overburdening of teachers No foreign lecturers Insufficient pre-required knowledge No
Negative aspects
Lack of teaching materials
Overburdening of teachers
No foreign lecturers
Insufficient pre-required
knowledge
No chances to use Russian
language
No trainings for teachers

Recommendations and perspectives

  • Legal changes (optional Russian lessons for primary school
    students or a preparatory year)

  • Employing lecturers from Russia or teachers with high level of knowledge of Russian

  • Professional development in the area of methodology,
    experince exchange, external evaluations

Recommendations and perspectives Legal changes (optional Russian lessons for primary school students or a preparatory year)
  • 1. Questionnaire for teachers and students

  • 2. Russian language test for students

References

  • 1. Baetens Beardsmore, H. (2002). The significance of CLIL/EMILE. In D. Marsh (Ed.), CLIL/EMILE The European Dimension Action, Trends and Foresight Potential (pp. 2027). Bygate: University of Jyväskylä.

  • 2. Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182204.

  • 3. Đurić, L. (2006). Ogledi i inovativni projekti u nastavi francuskog jezika. Inovacije u nastavi - časopis za savremenu nastavu, 19(3): 28-40.

  • 4. Manic, D. (2014a). CLIL Assessment. Linguistics, Culture and Identity in Foreign Language Education. International Burch University, Sarajevo. 35-6 pp. 417- 423

  • 5. Manić, D. (2014b). Početna obuka i stručno usavršavanje CLIL nastavnika. Savremene paradigme u nauci i naučnoj fantastici. Nauka i savremeni univerzitet 3, 398-408.

  • 6. Manić, D. (2016). Evaluation and assessment of task-based activities in CLIL. (Unpublished doctoral dissertation). Faculty of Philology, Belgrade.

  • 7. Vučo, J. (2006a). U potrazi za sopstvenim modelom dvojezične nastave. Inovacije u nastavi,19, 41-54.

  • 8. Vučo, J. (2006b). Prva iskustva u razvoju dvojezične nastave u Srbiji. In M. Knežević & A. Nikčević-Batričević (Eds.) Reading Accros Borders: papers in literary and language studies.

  • 9. Vučo, J. (2007). Dvojezično obrazovanje - savremene tendencije, Zbornik sa naučnog skupa Jezik, književnost, politika, pp. 403410.

10. Vučo, J. & Zavišin, K. (2011). Bilingual education: the road to multilingualism. Linguistic and Cultural Diversity within Learning Communities: Cross-cultural and Transnational Perspectives, International Burch University

Sarajevo, pp.713-723.

References

  • 11. Vučo, J, Filipović, J & Marković, Lj. (2013). Efikasnost CLIL-a u akademskoj nastavi jezika, književnosti i kulture (studija slučaja). Srpski jezik XVIII, Beograd, Društvo za srpski jezik, pp. 357-378.

  • 12. Vučo, J. (2014). Dvojezična nastava stranih jezika u Srbiji, Filipović J. Filipović & O. Durbaba (eds.). Jezici u obrazovanju i jezičke obrazovne politike (pp. 107-152). Beograd: Filološki fakultet Univerziteta u Beogradu/Čigoja.

  • 13. Vučo, J. & Manić, D. (2015). ICT in Task-Based Language Learning Analyzing a Lesson Plan in PETALL Project. ICT for Language Learning. Florence, Italy. Libreriauniversitaria, pp. 148-151.

  • 14. Vučo, J. & Manić, D. (2015). Unapređivanje nastave stranog jezika struke u srednjim stručnim školama – CLIL i TBLT iskustva u projektu PETALL Примењена лингвистика, 16 (2015), pp. 79-88.

  • 15. Vučo, J. & Manić, D. (2016a). O interkulturnim vrednostima projektnih zadataka primer PETALL projekta. Jezici i kulture u vremenu i prostoru. Novi Sad. Filozofski fakultet. http://petallproject.eu/petall/images/interkulturnim_novi_sad.pdf

  • 16. Vučo, J. & Manić, D. (2016b). Informacione tehnologije u nastavi jezika zasnovanoj na projektnim zadacima. Digitalna humanistika. Beograd: Filološki fakultet.

  • 17. Vučo, J. & Begović, A. (2017). Bilingual Education in Serbia: Models and Perspectives In J. Filipović, J. Vučo (Eds.), Manjinski jezici u obrazovanju i učenje jezika: izazovi i nove perspektive, Filološka istraživanja danas. (pp. 225-238). Beograd: Filološki fakultet, Beograd

References

19. Zavišin, K. (2012). Bilingvalna nastava iz perspektive jezičke politike i planiranja: smernice za projekat

bilingvalne nastave na italijanskom i srpskom jeziku u srednjim školama. Inovacije u nastavi, XXV (13), 6474.

  • 20. Zavišin, K. (2013a). Theoretical foundations and critical analysis of CLIL-based instruction in Italian and Serbian in a high school in Serbia. (Unpublished doctoral dissertation). Faculty of Philology, Belgrade.

  • 21. Zavišin, K. (2013b). CLIL nastava od teorije do prakse. In J. Vučo & О. Durbaba, (Eds), Jezik i obrazovanje Filološka istraživanja danas. (pp. 439-451). Filološki fakultet, Beograd.

  • 22. Eurydice (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: European Commission.

  • 23. European Commission/EACEA/Eurydice (2017). Key Data on Teaching Languages at School in Europe 2017 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.

  • 24. Tzoannopoulou, M. (2016). From ESP to CLIL: Designing Materials for the University Classroom. In K. Papaja & C. Can (Eds.), Language in Focus: Exploring the challenges and opportunities in Linguistics and English Language Teaching (ELT) (pp. 423-442). Newcastle: Cambridge Scholars Publishing.

  • 25. Pushkin Institute. (2017, August 23). Русский язык: повседневное общение (уровни А1 - С2) . Retrieved from http://www.pushkin.institute/Certificates/CCT/russkiy-yazyk-povsednevnoe-obshchenie-urovni-a1-c2.php

  • 26. European Comission. (2006). Special Eurobarometer 243: Europeans and their languages. Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_243_en.pdf

  • 27. Beko, L. (2013). Content and Language Integrated Learning (CLIL) in Earth Science. (Unpublished doctoral dissertation). Faculty of Philology, Belgrade.

References

  • 30. Hanesová, D. (2015). History of CLIL. In S. Pokrivčáková et al. (Ed.), CLIL in Foreign Language Education: e-textbook

for foreign language teachers (pp. 716). Nitra: Constantine the Philosopher University.

  • 31. Maljers, A., Marsh, D. & Wolff, D. (eds.). 2007. Windows on CLIL. Content and Language Integrated Learning in the European Spotlight. Graz, Austria: European Centre for Modern Languages.

  • 32. Commission of the European Communities (2003). Promoting Language Learning and Linguistic Diversity: An

Action

Plan

2004-2006.

Brussells.

Retreived

from:

http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0449:FIN:en:PDF

  • 33. Pasuljević, L. (2015) Dvojezična nastava na francuskom jeziku u Srbiji: istraživanje receptivnih veština učenika. Primenjena lingvistika (16), pp. 131-142.

  • 34. Glušac, T. (2012).CLIL and One-to-One Classes. Content and Language. In R. Popović & V. Savić (eds.) Integrated Learning (CLIL) in Teaching English to Young Larners : conference proceedings no. 11 (pp. 63-74). Jagodina : Faculty of Education.

  • 35. Glušac, M. & Mazurkiević, J. (2013). The CLIL Initiative in Vojvodina. R. Popović & V. Savić (eds.) Integrated Learning (CLIL) in Teaching English to Young Larners : conference proceedings no. 11 (pp. 93-102). Jagodina : Faculty of Education.

Documents
Documents
  • 1. Elaborate for determining the fulfillment of the prescribed conditions in terms of space, equipment, teaching tools and teaching staff for conducting bilingual classes, 2016. Archive of

Aleksinac Gymnasium.

  • 2. Report on the work of the bilingual class in the school year of 2015/2016 in this gymnasium in Aleksinac, 2016. Archive of Aleksinac Gymnasium.

  • 3. Law on Primary Education ("Official Gazette of RS", no. 55/2013)

  • 4. The Law on Secondary Education ("Official Gazette of RS", no. 55/2013)

  • 5. Rulebook on more specific conditions for the implementation of bilingual teaching, “Official Gazette of RS”, no. 105/2015, 50/2016.

Dragana Vasilijević
Dragana Vasilijević
Dragana Vasilijević vasilijevic@gmx.at linkedin.com/in/ vasilijevic/ Thank you for your attention! Thank you for your attention!

vasilijevic@gmx.at

linkedin.com/in/
linkedin.com/in/

vasilijevic/

Dragana Vasilijević vasilijevic@gmx.at linkedin.com/in/ vasilijevic/ Thank you for your attention! Thank you for your attention!

Thank you for your attention!

Thank you for your attention!

Topics to be covered

Bilingual Education in Europe: Forms and Benefits Bilingual Education in Serbia Bilingual Teaching in Serbian and
Bilingual Education in Europe: Forms and Benefits
Bilingual Education in Serbia
Bilingual Teaching in Serbian and Russian: Aleksinac Model
Conclusion