Faculty of education department of english language and literature

CLIL in the Czech Republic

According to the official report of National Institute for Further Education (NIVD),⁶ in 2008 there were only 6% of Czech schools participating in CLIL programmes whereas in 2011 there were already around 30% of them. A more recent statistics does not exist but according to the official newsletter of NIDV from October 2015 “schools still adopt a hesitant stance towards implementation of this method” (Faberová).

In the following chapters I try to look at some reasons why CLIL might be beneficial for students in 21^st century as well as some obstacles which still prevent many Czech schools from implementing CLIL method into their educational programmes.

Note that in the previous chapter, the terms “second language” or “additional language” were used while referring to the language other than a student’s mother tongue. Since this diploma thesis focuses specifically on English language, in the following text, the terms “second language” or “additional language” will be mostly replaced by “English”.

1. Why is CLIL beneficial

The most vocal argument in favour of CLIL, which many professionals repeat, is probably the need to prepare pupils and students for the life in globalized world, in the case of Czech learners especially the life in the European Union (Vojtková and Hanušová 6). Nowadays, students have many opportunities to study abroad, supposing they are able to communicate either in the language of a hosting school or (more often) in English. CLIL might be the perfect tool to prepare students for studying abroad. Plus, more and more employers require active knowledge of at least one world language and it is not an exception for at least part of a job interview to be carried out in English. The knowledge of second languages involves most areas of social life; besides employment it can also be a holiday abroad, movies in original versions or an access to interesting literature (Novotná).

Many also argue that CLIL enables much more active role of learners in learning process (Šmídová et al.). Therefore, CLIL might be the right way to disturb the traditional frontal way of teaching which still seems to be predominant in many subjects in Czech schools.

CLIL is also supposed to have a positive impact on students’ cultural awareness and plurilingual interests and attitudes (Vojtková and Hanušová 6). Especially the term plurilingualism is being very much emphasized in connection with today’s globalized world.

In terms of language competences, CLIL is said to have a positive impact on language learning, because it enables students to use language in its “‘naturalistic’ environment” (Coyle, Hood and Marsh 11). However, CLIL is also being praised for its quality to improve communicative competences in general (Dale and Tanner 11). In the situation when most Czech students desperately need to improve their speaking skills (in English as well as in Czech), CLIL might seem to be the right solution to at least some of these problems.

2. Why is CLIL difficult to implement

In chapter 1.6. the key areas of CLIL teacher competences were already discussed. These requirements are very demanding and difficult to meet without proper training and life-long personal and professional development. If teachers are not willing to change their teaching techniques incompatible with CLIL approach, then any implementation of immersion into schools is very difficult.

According to Klečková, there are two biggest obstacles to successful implementation of CLIL in the Czech Republic. One of them is the language competences of teachers and the other is general teaching skills, especially the lesson management and teaching performance (8). Since these competences are crucial in CLIL approach, it seems that the implementation of CLIL in the current situation is nearly impossible.

In the Czech Republic, it is not uncommon for teachers to be trained in two subjects. It might seem that if the combination involves one language subject and one content subject, these teachers are perfect candidates for teaching CLIL. Even Šmídová et al. argue that the teachers trained in both content subject and language subject are suitable implementers of CLIL (Šmídová et al.). However, Marsh et al. claim that “even where teachers are trained in both a content subject and a language, training in the integration of language and content is not widespread” (5). Similarly Klečková points out that the traditional training programmes built on specialist, linguistic and methodological basis are insufficient for CLIL training because there are specific features of integrated teaching that require a different training methods (8). In order to acquire all the demanding competences, teachers need to participate in special training programmes or courses which focus specifically on the CLIL method.

Some universities in the Czech Republic already offer subjects which focus on CLIL (Novotná; Klečková 7). That means that the new generation of teachers gets at least basic knowledge of CLIL application, varieties, lesson planning or scaffolding. As for the older teachers who did not have an opportunity to meet CLIL at universities, they can participate in various training courses that are offered around their hometowns or even in the English-speaking environment. Such activities are very much supported by European Union so it should not be a problem to find training courses or projects teachers can participate in. And, there is also a great number of methodology textbooks focusing on CLIL. Many of these are in English, but even if one’s level of English is not good enough to be reading them in original versions, there are more and more CLIL books being published in Czech every year. The Internet can be a great source of self-education materials too. Again the supply is much bigger in English but Czech websites are available as well.⁷

Since CLIL education in the Czech Republic is not regulated by law, there is no consensus on the minimum level of English required for CLIL teachers to be able to teach CLIL. Nowadays, the only standardized exam on national level is the leaving exam at upper secondary level of education (maturita). Even though the English part is not a compulsory exam for all students (the alternative being mathematics), it is probably one of the best indicators of an average level of English at higher secondary stage of education in Czech schools. In order to pass the maturita exam, students need to achieve level B1 of the Common European Framework of Reference⁸ for languages (Eurydice).

However, if students decide to study a non-linguistic discipline at university in teacher training programmes, the required knowledge of English for a compulsory English course might be even lower. For example, at Masaryk University, the entrance test for the subject “Angličtina pro pedagogy – A”⁹ is at level A2 of the CEFR. In general, at Czech universities the compulsory English courses for non-linguistic students hardly ever last longer than for two semesters. That means that Czech teachers, who are not trained in a language programme or who did not get any extra linguistic education outside a university, usually get B1 level of English at best.

According to Vojtková and Hanušová, if a teacher’s English get to the level B1 or B2 of the CEFR, they can implement language showers or soft CLIL activities into their lessons (16). These activities might include visual aids in the classroom, routine activities, instructions, English materials in content lessons or content matter in language lessons (Vojtková and Hanušová 17-18).

However, the hard CLIL¹⁰ teaching requires that the teacher’s language competence is higher than B2 of the CEFR (Vojtková and Hanušová 18). Unfortunately, the language competences of Czech teachers being as described above, it still seems to be a long way to implementation of hard CLIL in Czech schools. The good news is that according to the research published in CLIL v české školní praxi, 68% of teachers would be willing to get further language education in order to be able to teach CLIL (Vojtková and Hanušová 31). With approximately two thirds of teachers willing to work on their professional development, the CLIL implementation in the Czech Republic seems to have a promising future.

Teachers themselves are usually most concerned about the extra work CLIL inevitably brings along. Especially the shortage of suitable texts and other materials causes a lot of troubles. Teachers need much more preparation time for every lesson, they must closely cooperate with their colleagues and plan every aspect of a lesson very carefully. At state schools any possibility of financial motivation for CLIL teachers is very unrealistic. If the teachers are not willing to spend extra time which CLIL involves, it is usually very difficult to find another means to motivate them. Of course, the support from school leaders is very important and might help a lot. But if a teacher is not ready to change his or her teaching approach, it is probably better to stay out of CLIL altogether.

The biggest concern of most parents usually is that their children will not understand the content matter in English and therefore they will learn less than in their mother tongue. The initial discussion between parents and school management is very important. It should be the school leaders’ main task to assure parents that contrary to their concerns CLIL usually has a positive impact on learner’s content knowledge and their cognitive strategies in general (see e.g. Šmídová et al.; Coyle, Hood and Marsh 29-30; Dale and Tanner 11). Some other tips for the initial school-parents discussion were mentioned in chapter 1.5.

3. Music in Czech educational programmes

The content of music lessons in Czech public schools is defined by Framework Education Programmes (RVP).¹¹ At elementary schools (primary and lower secondary level of education), education in music field is obligatory. At upper secondary level, music education is officially defined only for gymnázium (a school providing general advanced secondary education) and konzervatoř (conservatory of music). The music education at gymnázium is usually optional in the sense that students can choose either the subject of music or the subject of arts. This education usually lasts only for a year or two, unless a student decides to take his or her final exam in these subjects. The music education at conservatory of music is very specific and demanding, preparing students for their future careers as professional musicians or teachers of music. The following text will focus on the music education at elementary schools which is compulsory and rather unified for all state schools.

The official document defining educational process at elementary schools in the Czech Republic is called Framework Education Programme for Elementary Education (RVP ZV).¹² The first version was issued in 2005 and as of 2013 a revised version has been in effect. It delimits obligatory framework of particular stages of education. RVP ZV claims to be based on new educational strategies that emphasize key competences, their interconnection with educational content and application of gained knowledge and skills in life (MŠMT 6).

In the document, there are about dozen principles on which RVP ZV is formed. One of these principles states that RVP ZV supports complex approach to implementation of educational content (including its suitable combination) and presupposes choices of different educational processes, different methods and different forms of teaching as well as using of all supportive means for learners’ individual needs (MŠMT 6). Although it is not stated literally, we can assume that these different processes, methods and forms of teaching can also include CLIL approach.

In its initial parts, RVP ZV not only states the general educational principles and key competences, it also defines goals of elementary education. According to Part C of RVP ZV the elementary education should fulfil the following objectives:

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  to make it possible for the pupils to acquire learning strategies and to motivate them to lifelong learning;
  
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  to stimulate creative thinking, logical reasoning and problem solving in pupils;
  
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  to guide pupils towards engaging in effective and open communication on all possible issues;
  
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  to develop the pupils’ ability to cooperate and to respect their own as well as others’ work and achievements;
  
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  to prepare the pupils to manifest themselves as independent, free and responsible individuals who exercise their rights and meet their obligations;
  
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  to create in pupils the need to express positive feelings in their behaviour and conduct when undergoing various situations in life; to develop in them perceptiveness and sensitive relations towards other people, the environment and nature;
  
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  to teach the pupils to develop their physical, mental and social health actively, protect it and be responsible for it;
  
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  to guide the pupils towards tolerance of and consideration for other people, their cultures and spiritual values, to teach them to live together with others;
  
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  to help the pupils to become familiar with and develop their own abilities according to their realistic possibilities and to utilise them along with their acquired knowledge and skills when making decisions on the their own life and profession orientations. (MŠMT 9-10)
  

As far as the music education is concerned, it is a part of educational branch called “Art and culture” (MŠMT 15) which besides music also includes the subject of art. This educational branch is characterized as the one which enables learners to get to know the world in other than intellectual ways as it reflects a very important part of human life – art and culture (MŠMT 68). These subjects should develop a very specific awareness, creativity and perceptiveness of a piece of art (visual or musical) and thus enable learners to search for one’s ability to empathize with other people’s cultural needs and values. The creative activities develop nonverbal communicative skills realized through a tone, sound, line, point, shape, colour, gesture and mimics etc. (MŠMT 68). Although it all might seem slightly complicated, we can summarize that art and music should above all be creative and help learners become more sensitive towards the beauty around them.

The subject of music is further divided into four types of activities: vocal, instrumental, musical-kinaesthetic and listening. The vocal activities are oriented on working with one’s voice. The instrumental activities consist of playing musical instruments and creating musical performances. Musical-kinaesthetic activities aim to “represent” music using movement, dancing and gestures. And the listening activities are based on perception of music, its analysis and interpretation. All these activities should help learners understand the art of music, perceive it actively and use it as a specific means of communication (MŠMT 68-69).

Since all these elaborate statements seem a bit theoretical, RVP ZV also includes a specific list of expected outcomes which every student should come up to. The outcomes are defined separately for primary and lower secondary level of education. Plus, the document also states curriculum for primary and lower secondary level; this list respects the division into four groups of activities as described above (see MŠMT 70-72 for more detail – chapter 3 in the Appendix). Further division into particular school years and more detailed curriculum is defined in School Education Programmes (ŠVP)¹³ which are created by schools themselves. The common practice at most state schools is that there is only one 45-minute-long lesson of music education per week in every grade (on rare occasions there are two lessons per week in one of the grades).

If we have a closer look at expected outcomes and contrast it with the timetables at Czech schools, we might notice that the amount of schoolwork demanded to be done is quite extensive and the actual time reserved to music education is rather insufficient. Especially the subject matter of music theory is quite difficult to grasp for students who are not trained in music schools or who do not have an opportunity to put this music theory into practice (i.e. while playing a musical instrument). Even though the official curriculum is set and should be therefore accomplished, teachers should probably approach the difficult topics with reasonable requirements and concentrate rather on the honourable goal of educating learners sensitive towards the beauty of musical arts.

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