| Abstract [eng] |
Content language integrated learning in 2014 was regulated by the European union as a language learning method. CLIL has been practiced in Europe for some time, but it’s integration in Lithuania developes very slowly. European Union also supports foreign language acquisition from a young age. The theory of CLIL was researched according to schollars like Kay Bentley (2010), Do Coyle (2005, 2010, 2011), Maria del Pozo (2016), David Marsh (2012), Oliver Meyer (2010), Yolanda Ruiz de Zarobe (2008, 2013), Diane Larsen-Freeman (2008), Kimberly A. Neuendorf (2016) and others. The schollars describe CLIL as very flexible and suitable for every kind of learner. However, nor CLIL, nor foreign language acquisition at young age in Lithuania is not being widely practiced. This thesis focuses on CLIL adaptation possibilities into Lithuanian kindergartens. Aim of the thesis – to find out what the conditions necessary to integrate CLIL method in the educational programs of the Lithuanian kindergartens are. Tasks – to find out whether is it theoretically possible, according to the guidelines by EU and scholars mentioned earlier, to integrate CLIL into Lithuanian kindergartens. Objectives: 1. To substantiate the theoretical model of CLIL integration into Lithuanian kindergarten curriculum. 2. To substantiate empirical research methodology of the implementation of CLIL integration into Lithuanian kindergarten curriculum. 3. To research integration possibilities of CLIL into Lithuanian kindergartens. Research objects – Kindergartens “Saulės Gojus” personnel that will be used as one case study, and CLIL specialists from Vytautas Magnus University foreign language department. Research strategy - Qualitative research: Semi-structured interviews with CLIL specialist and kindergarten’s personnel; Document analysis. Results – the study involved one CLIL methodological expert and 6 kindergarten teachers – practitioners. Results of data obtained showed that CLIL experts states that there are 54,1 percent of CLIL’s conditions needed to integrate CLIL in Lithuanian kindergartens. This percentage represented the external conditions. CLIL kindergarten teachers resulted in the same amount of percentage, only their conditions were internal. Cunclussion – one can state that is experts and practitioners would work together then Lithuania would have all necessary possibilities for CLIL integration into Lithuanian kindergartens. |
