Abstract:

The paper explores possible methods to obtain and document evidence for assessment and validation of the non formal content and language integrated learning (CLIL) of university non-language students. CLIL classes are known to encourage learners to study new subject in a non--native language. CLIL is traditionally applied in primary and secondary education and viewed as formal learning activities governed by the educational institutions under the national educational standards [1]. Nevertheless, the EU Commission states that “language skills are needed to function in the global marketplace” [2]. Thus, increasing life-long learning practices and internationally accepted labour market requirements with regard to multilingual knowledge and experience in specific branch of professional activities make CLIL important for those who strive to go internationally. Scholars point out that training should be more demand-driven through combining formal and nonformal learning “into a a single comprehensive system” [3]. The EU education researchers and policy makers draw particular attention to non formal learning potential [4-5] due to a number of reasons: it might be more interactive, fully “intentional from the learner’s point of view if embedded in planned activities”, and “non-formal learning outcomes may be validated and may lead to certification” [6]. The above statements allowed us to argue that non formal CLIL requires relevant assessment of learning outcomes, with regard to their evidence in actions, behavior and results. Non formal CLIL activities of students from Law Institute of Peoples’ Friendship University of Russia will be described in the report as an example. The empirical research has proved that a law student’s non-formal Law and English integrated learning could take place through such activities as participation in international legal contests (Moot Courts), international conferences, summer law schools, etc. The evidence for above non formal learning assessment can be provided through integrated portfolios with litigation simulation and legal research papers, presentations, third party certificates and recommendation letters concerning law students activities in non-native language. The surveys of university teachers and legal institutions employers were conducted as part of the research to reveal that listed documents could meet both the Academia and employer’s needs to assess and validate a law student’s non-formal CLIL activities.

References:
[1] Language Learning at Pre-primary School level. Brussels, 7.7.2011, SEC (2011) 928 final.
[2] Rethinking Education:Investing in skills for better socio-economic outcomes / COM/2012/0669 final /- http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52012DC0669
[3] King, K. (1982) Formal, nonformal and informal learning: Some North-South contrasts, in International Review of Education, 28 (2), pp. 177-187
[4] Fokienė, A. (2007) Methodology for assessment of non-formal and informal learning achievements in a study process. - http://www.elgpn.eu/elgpndb/fileserver/files/58
[5] European inventory on validation of non-formal and informal learning (2014). Thematic report: validation
methods. European Commission; Cedefop.
[6] Terminology of European education and training policy: a celection of 130 terms. (2014). 2nd ed. Cedefop. Luxembourg.

Keywords:

Non formal learning, content and language integrated learning.