The main social roles of English language in Russia in their connection with CLIL university teaching and classroom interaction
DOI:
https://doi.org/10.21710/rch.v17i0.288Palabras clave:
CLIL, educação universitária, papéis sociais da língua inglesa, multilinguismo, inglês mundial, RússiaResumen
This study investigated the main social roles of English language in Russia in their connection with CLIL university teaching and classroom interaction. Data comes from two stage expert research with CLIL and ESL university teachers (N=33). They were asked about the social roles of English language in the nowadays Russian universities and preferable conception for future development of CLIL university program. Four conceptions were chosen by experts: Global English, Russian English, multilingual conception and English as an investment. The features of each concept were identified and discussed in terms of their influence on the process of CLIL education. The «conceptions-leaders» were determined by ranking. They are Russian English and Multilingual conception.  Despite the fact that the concept of Russian English considered appropriate at the present time, future preferences are associated with the concept of multilingualism.
Citas
Constitution of Russian Federation. (2016). Mosсow: Uridicheckaya literature.
Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 31, p. 182-204, doi:10.1017/S0267190511000092
Dafouz, E., &Guerrini. M. C. (eds.) (2009). CLIL across Educational Levels. Madrid: Santillana Educación. Richmond Publishing.
Dafouz, E.; Smit, U. (2014). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, doi:10.1093/applin/amu034
Dafouz, E., Llinares, A., & Morton, T. (2010). CLIL across contexts: A scaffolding framework for CLIL teacher education. View (z) Vienna WorkingPapers, 19(3), Special Issue, 12-20.
Europeans and Their Languages (2012). Special Eurobarometer 386/Wave EB 77.1
Fortanet-Gómez’s, I. (2013).CLIL in Higher Education. Towards a Multilingual Language Policy. Immaculada Fortanet-Gómez. Bristol: Multilingual Matters.
Kachru, B. (1986). The Alchemy of English: The Spread, Functions and Models of Non-native Englishes. Urbana and Chicago: University of Illinois Press.
Kogut, S. (2014). Discourse markers in Russian and German geological scientific papers. [In Russian]. Tomsk State University Journal. Tomsk. 380, 18-23.
Ministry of Education and Science of the Russian Federation, Official website of Ministry of Education of Russia, 2016. Disponível em: (http://xn--80abucjiibhv9a.xn--p1ai)
Halliday, M.A.K. (2003). Written language, standard language, global language. World Englishes, 22(4), 405-418.
HSE. The official website of Higher School of Economics. Disponível em: . Acesso em: 23 maio 2016.
Hüttner, J.,Dalton-Puffer, C.,& Smit, U. (2013). The Power of Beliefs: Lay Theories and Their Influence on the Implementation of CLIL Programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267-84.doi:10.1080/13670050.2013.777385
Luczywek, I. (2009).Three Models of Integrating School Subjects in Poland. In: MARSH, D.; MEHISTO, P.; WOLFF, D. et al. (eds.) CLIL Practice: Perspectives from the Field. University of Jyväskylä. 44-54.
Proshina, Z.G. (2006). Russia English: status, attitudes, problems. The Journal of Asia TEFL, 3(2), 79-101.
Proshina, Z.G. (2014). Russian English: Myth or Reality? Intercultural Communication Studies XXIII: 1
Rivlina, A. (2015). Bilingual creativity in Russia: English-Russian language play, 34(3), 436-455.
Rubtsova, M.V., & Martyanova, N.A. (2014). Crisis of professional identity in the conditions of the market. [In Russian]. Vestnik St. Petersburg State University. Ser. 12. Psychology, Sociology, Education, 1, 177-182.
Rubtcova, M. (2015). The professional bilingualism, English and Russian, in the teaching of social sciences. 9th LKPA and the 3rd VMU IFL International Scientific Conference. Sustainable Multilingualism: Language, Culture and Society. Vytautas Magnus University.
Safonova, O. (2000). Anglijskij lingvisticheskij komponent v jazykovoj situacii sovremennoj Rossii. In:Teoreticheskaja i prikladnaja lingvistika. Jazyk i social'naja sreda. Voronezh, 2, 68-77.
Sokolova, A. (2015). O pidzhinizacii anglijskogo jazyka. Mir lingvistiki i kommunikacii. Izdatel'stvo: Tverskaja gosudarstvennaja sel'skohozjajstvennaja akademija (Tver'), 1(42), 113-118.
SPbGU. (2016). The official website of Saint-Petersburg State University. [In Russian], Disponível em: <http://guestbook.spbu.ru/press-sekretar-spbgu/9364-kommentarij-press-sluzhby-spbgu-gazete-delovoj-peterburg.html>. Acesso em: 23 maio 2016.
Yarovaya, I. (2015). Yarovaya offers to analyze current education standards. [in Russian] Official website of United Russia Party, Disponível em: <http://er.ru/news/127261/>.13 ago. 2015
Yadov, V. A. (2003).Strategija sociologicheskogo issledovanija. M.: Akademkniga, Dobrosvet,
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2017 Revista Científica Hermes - FIPEN
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
