Abstract:

The current worldwide trend of modern approaches to foreign language teaching implies the creation of an open approach to the implementation of innovative methods, which undoubtedly includes the CLIL (Content and Language Integrated Learning) method. This method can be a motivating aspect of teaching different science areas or merely an adequate additional contribution to language learning. In Slovakia, after the last school reform, a foreign language is taught already in early primary education. For this reason, and considering the global trend, the CLIL method plays a significant role in the education system. Currently, in Slovakia, its application is mostly in mathematics and science subjects. At lower levels of education and thus at primary school, it is assumed that the pupil will work with foreign language texts and will be required to work actively in a foreign language. The teacher who integrates the different versions of the CLIL method is required to have a linguistically, professionally and time-consuming preparation, coupled with a consultation with a language teacher. The CLIL lesson of biology taught entirely in a foreign language in our case implies a more profound knowledge of the language of pupils. Long-term forms of CLIL teaching are undoubtedly the highest and most challenging form of CLIL. Pupils are in contact with the English language for a long time, their knowledge is developing and the language level is increasing and specializing. CLIL biology lessons differ in some respects from classical lessons. When using learning blocks within the teaching of the English language, it is recommended to reflect individual students' learning styles. Utilizing a wide range of learning practices enables pupils to achieve better results and at the same time to be aware of their own individual learning style. These attributes then help pupils to self-reflect and plan future language learning. On a practical level, it is advisable to provide pupils with a variety of ways they can use to orient themselves and work with text, evaluate and rate data and analyze them effectively. In the paper, we focused on the didactic experiment of implementing CLIL method into primary school teaching, in particular biology. It is essential to recognize the two types of lessons taught by this method. A lesson using only a foreign language and a lesson using a mother tongue. Research has shown that it is crucial to use a mother tongue, but many teachers prefer to use a purely foreign language. The didactic experiment was carried out at a primary school where both CLIL methods were used - a mother tongue method and a method using only a foreign language, we focused on the English language. Several lessons were learned in parallel. Subsequently, a questionnaire with 6 items was used to determine which of these methods is more effective and has a more motivating character for primary school pupils. It was also investigated which method improves pupils' language skills. Based on statistically evaluated data, we can conclude that lessons using mother tongue are more productive and have a more motivating character for pupils, as evidenced by other studies that have been done in this area. Pupils improve their communication skills and acquire better English vocabulary.

Keywords:

CLIL method, English language, Biology.