INTEGRIRANO UČENJE SADRŽAJA I JEZIKA PUTEM METODA PROJEKTNOG UČENJA U NASTAVI ENGLESKOG JEZIKA STRUKE NA NIVOU VISOKOG OBRAZOVANJA
CONTENT AND LANGUAGE INTEGRATED LEARNING THROUGH THE METHOD OF PROJECT-BASED LEARNING IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT HIGHER EDUCATION LEVEL

Author(s): Izela Habul-Šabanović
Subject(s): Foreign languages learning, Higher Education
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: English for Specific Purposes (ESP); English as a Foreign Language (EFL); Content and Language Integrated Learning (CLIL); Project-Based Learning (PBL);
Summary/Abstract: This paper presents the key principles of Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) as two contemporary approaches to teaching and 354learning of English as a foreign language (EFL)/ English for specific purposes (ESP), and it also explores the possibilities of their application in a Bosnian-Herzegovinian higher education context. Traditional ESP courses emphasize language learning in which the lesson content is taken from the students' particular field of study (e.g. medicine, law, psychology, pedagogy, etc.), and they are mainly based on developing academic skills. On the other hand, CLIL is an innovative approach which integrates language and content learning by offering non-linguistic content as the basis for learning and teaching where language is viewed as means and not as a goal in itself. PBL is a learning method which is compatible with the CLIL principles, as it engages students in acquiring knowledge and language skills through an extended inquiry process structured around authentic questions and tasks. This small scale action research explores students' attitudes to the implementation of content and language integrated learning by means of project-based learning activities in order to support their professional development and EFL/ESP teaching and learning. The participants for this study were the third and fourth year students (n= cca.70) of the Faculty of Educational Sciences at the University of Sarajevo attending an English elective course. The project was conducted in the winter semester of the academic year of 2018/2019 and data were collected from studentsthrough a questionnaire at the end of the term. The results of the research reveal that students had an overall positive attitude towards using CLIL and PBL in their English classes.

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