In Finland, we use the words integrated teaching to refer to vocational teaching of so called general subjects (maths, English...) that have been integrated into a field of study.
Integration can and mostly is done in the regular classroom: the book the class uses is often integrated in their field of study, containing vocabulary, listening exercises, home work etc designed for the specific field of study. Themes such as work safety or tools you need for the job can be studied in the classroom. Job interviews in pairs are a fun way to integrate teaching.
Teacher can make her own materials using real-life materials such as instruction manuals, catalogues etc. The class can be taken to an IT class where we can do projects searching professional vocabulary online and creating our own texts… The possibilities are endless, but the time teacher can spend on preparing each lesson is obviously limited.
I teach around 15 different fields of study. Preparing the lessons is a lot of work, as around half of these fields don't have their own English book. This means that if I want to integrate studying English into my students' fields of study, I need to make all the materials on my own. There's always something about materials or methods any teacher could improve even within the classroom. So why on Earth have I decided to invest much of my time and energy on integrated teaching projects outside the classroom? What's the point, what's the benefit?
I'll tell you. Here are the main reasons for my enthusiasm:
Integration can and mostly is done in the regular classroom: the book the class uses is often integrated in their field of study, containing vocabulary, listening exercises, home work etc designed for the specific field of study. Themes such as work safety or tools you need for the job can be studied in the classroom. Job interviews in pairs are a fun way to integrate teaching.
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| A general book for all kinds of vocational school English studies |
I teach around 15 different fields of study. Preparing the lessons is a lot of work, as around half of these fields don't have their own English book. This means that if I want to integrate studying English into my students' fields of study, I need to make all the materials on my own. There's always something about materials or methods any teacher could improve even within the classroom. So why on Earth have I decided to invest much of my time and energy on integrated teaching projects outside the classroom? What's the point, what's the benefit?
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| It is great for students and teachers that also field-specific English books are available for many study programmes |
1) Learning languages should be more about immersion and fun.
I have a background in role-playing games. This has taught me the ways in which 'drama with no audience' can be fun and an excellent learning opportunity for all kinds of language learners. With integrated teaching, you can have the drama without the pressure. Even the student whose level of English is not very high still knows a lot (more than her English teacher) about his or her field of study. The students - and their vocational teacher if applicable - are the experts in their field of study, the yto-teacher is the expert in English. I have noticed this rather equal starting point and the absence of an audience makes the atmosphere relaxed, even fun. It is also easier to concentrate on English - even get immersed - when you are at the workshop doing a simulation - the classroom environment seems to somehow lure the students into being distracted more easily.
2) Language learning should involve much more real-life type of communication: listening, speaking, interaction, improvising. Although I loved languages as a kid, I was often frustrated with studying them at school. The teaching methods were pretty boring even for an enthusiastic student such as myself. They did work in their own way, but so much was missing. Language was used mainly in its written form and the focus was on grammar. Only the best students had the courage to participate in speaking exercises while others would listen, or at best mumble something inaudible. I wanted to try and change some of this and make some of the lessons more about real-life communications.
3) Many (vocational school students) learn better if they get to learn by doing. I think all of us learn by doing, but this goes especially for many teenagers who have chosen a practical field of study. Many of them are sick and tired of sitting in the classroom and studying the traditional way. Some of them have difficulties concentrating or find it very hard to study by mainly writing and listening. Thus, their talent may not get the chance to come out in the traditional teaching environment. They may perform demanding operations at the workshop or nursing class, but when presented with papers and books, they loose their interest pretty quickly. Because of this, learning by doing general subjects may be a good idea, too. I would even suggest that some of those who would otherwise fail the course or become underachievers (including special needs students) may well be able to reach more of their fuller potential, if they get to study the very same things in a more practical environment. It is a paradox - it's in a way much more difficult (and perfect for the most talented students, too) to study via simulations (aka integrated learning at the workshop), yet students seem to find it more rewarding, meaningful and relaxed than studying languages in the classroom alone.
Almost all of the students I've got feedback from say they want to study in the classroom a lot, too. But they stress (regardless of their level of English) that they would love to study at the workshop/nursing class etc for some lessons during every single English course they take. It would be the icing on the cake, the finishing touch, the practical application of their professional English.
To make the 'learning by doing' idea work, you would (according to my experience and student feedback I've got) need to actually first learn by studying. The classroom would be your starting point. There, you could prepare for the simulation and study the words and grammar that are most useful for it. This is of course a clever way to study regular grammar, too. So my idea is not to stop doing what we are doing in the classroom, but rather to add a new dimension to it to make it more functional, meaningful and diverse.
4) The new curriculum more or less demands integration. In August 2015, a new curriculum emphasizing the role of integration in vocational school teaching of general subjects (yto-aineet) will be implemented nationally. Integration is something that is expected of us and I think it does make sense. Nobody knows what exactly this will mean in practice, but integration is a hot topic in teachers' lounges around Finland at the moment. We'll see what happens, and when and how.
Behind this link, you'll find a report of the integration projects outside the classroom I have done so far. In that post, you'll also find some answers to questions such as 'What is integration?' and 'How can I try it?'.
http://englishteachingwithatwist.blogspot.fi/2015/03/englanninopetuksen-integrointikokeiluja.html
What do you think? I think you should give integration a go if you're at all interested. There's no harm in trying!
:D
Venla
ps The text will be available in Finnish sometime this week.
I have a background in role-playing games. This has taught me the ways in which 'drama with no audience' can be fun and an excellent learning opportunity for all kinds of language learners. With integrated teaching, you can have the drama without the pressure. Even the student whose level of English is not very high still knows a lot (more than her English teacher) about his or her field of study. The students - and their vocational teacher if applicable - are the experts in their field of study, the yto-teacher is the expert in English. I have noticed this rather equal starting point and the absence of an audience makes the atmosphere relaxed, even fun. It is also easier to concentrate on English - even get immersed - when you are at the workshop doing a simulation - the classroom environment seems to somehow lure the students into being distracted more easily.
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| Lathe parts - these kind of pictures are the challenging part of planning integrated study sessions |
3) Many (vocational school students) learn better if they get to learn by doing. I think all of us learn by doing, but this goes especially for many teenagers who have chosen a practical field of study. Many of them are sick and tired of sitting in the classroom and studying the traditional way. Some of them have difficulties concentrating or find it very hard to study by mainly writing and listening. Thus, their talent may not get the chance to come out in the traditional teaching environment. They may perform demanding operations at the workshop or nursing class, but when presented with papers and books, they loose their interest pretty quickly. Because of this, learning by doing general subjects may be a good idea, too. I would even suggest that some of those who would otherwise fail the course or become underachievers (including special needs students) may well be able to reach more of their fuller potential, if they get to study the very same things in a more practical environment. It is a paradox - it's in a way much more difficult (and perfect for the most talented students, too) to study via simulations (aka integrated learning at the workshop), yet students seem to find it more rewarding, meaningful and relaxed than studying languages in the classroom alone.
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| Lathe in practice - one of our trial simulations in progress |
To make the 'learning by doing' idea work, you would (according to my experience and student feedback I've got) need to actually first learn by studying. The classroom would be your starting point. There, you could prepare for the simulation and study the words and grammar that are most useful for it. This is of course a clever way to study regular grammar, too. So my idea is not to stop doing what we are doing in the classroom, but rather to add a new dimension to it to make it more functional, meaningful and diverse.
 |
| How does this thing work? English teacher + welding machine = ?' |
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| Welding and safety - one of our trial simulation themes |
Behind this link, you'll find a report of the integration projects outside the classroom I have done so far. In that post, you'll also find some answers to questions such as 'What is integration?' and 'How can I try it?'.
http://englishteachingwithatwist.blogspot.fi/2015/03/englanninopetuksen-integrointikokeiluja.html
What do you think? I think you should give integration a go if you're at all interested. There's no harm in trying!
:D
Venla
ps The text will be available in Finnish sometime this week.
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