Symposia and Conferences
Permanent URI for this communityhttp://repository.kln.ac.lk/handle/123456789/151
Browse
2 results
Search Results
Item Exploring the Pedagogical Significance of CEIL-A Study Based on Sri Lankan Tertiary Education(19th Conference on Postgraduate Research, International Postgraduate Research Conference 2018, Faculty of Graduate Studies,University of Kelaniya, Sri Lanka, 2018) Gunasekara, H.N.W.CLIL: Content Language Integrated Learning is popular as an effective way of teaching students both content and the language simultaneously. With English being prioritized as a lingua franca and the status it has obtained as a global language, even most non –English speaking countries focus on CLIL. Thus, CLIL is introduced as CEIL: Content-and-English Integrated Learning. In Sri Lankan education sector, significantly in tertiary education, Content and English Integrated Learning is widely used. Thus, this research study intends to explore “What are the pedagogical significances of CEIL in Sri Lankan tertiary education?” with the objective of showing CEIL as a successful way of securing students’ future in the English prioritized world. University of Kelaniya and the University College of Matara which are the study bases of the research study represent two institutions of the tertiary education in Sri Lanka: degree offering state university and diploma offering skilled based vocational training institute. Selected sample of 50 students and 6 lecturers represent 25 students and 3 lecturers from University of Kelaniya and 25 students and 3 lecturers from University College of Matara. Data regarding students’ and lecturers’ perspectives, beliefs and ideas related to CEIL is gathered using a questionnaire and structured face to face interviews. Gathered data is analyzed using statistical analysis and thematic network analysis. Explored final findings prove the pedagogical significance of CEIL affirming it as an effective way of equipping the future generation with the most demanded knowledge of English while giving them the subject/content oriented knowledge. Moreover, the research study reveals how CEIL can secure students future by giving them a number of opportunities to succeed in their livesItem Impact of Integrating Content and Language Integrated Learning (CLIL) For Sri Lankan ESL Students at Tertiary Level (With Special Reference to Reading Skills)(Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2016) Alahakoon, P.Keppetigoda and Chandradasa (2015) highlighted that the theoretical framework of bilingual education is the Content and Language Integrated Learning (CLIL), a new approach in language education as students learn both target language and content in target language (Cross, 2014). However, majority of the undergraduates are exposed to education totally in an environment where L2 is used after their learning in monolingual stream in L1 (Sinhala and Tamil) and bilingual stream (only a few subjects are taught in L2) at schools. To address this issue, the universities conduct compulsory ESL courses for the first year students. Sri Lanka Institute of Information Technology too conducts an ESL course which needs a revision of the existing syllabus. The researcher introduces CLIL method to upgrade the existing syllabus. Thus this study examines the impact of implementation of Content and Language Integrated Learning for Sri Lankan ESL students at tertiary level with special reference to reading skills. Two hypotheses were identified; CLIL group performs better than ordinary ESL group in terms of reading skills and application of CLIL methods in reading comprehension at tertiary level increases students’ ability to use reading skills strategies. The sample consists of two groups: experimental and controlled and they are given a pre-test. After weeks of teaching the groups are exposed to a post test. Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Reichard (2002) is employed to examine the use of comprehension strategies by students. The findings are analyzed through SPSS. The research findings show the degree of improvement in reading skills of the sample and their metacognitive awareness after being exposed to CLIL. The study further provides factors to be investigated in future research in order to enhance English language competency of ESL students in Sri Lankan Universities.