Mediation in a legal sense is a means of alternative dispute resolution (ADR). Having evolved in the USA in the last half of 20th century the procedure is growing in popularity and proliferation all over the world. Many countries enacted particular legislation, and others included relevant articles into Civil and/or Criminal Procedure Codes. Howbeit, lawyers are to be aware of mediation and roles they may play within the process. Law school curriculum drafters face the challenge of including a new up-to-date (...) course in mediation into busy and very full academic programmes. Analysis of existing instructing practice showed that in Anglo-American law schools mediation teaching is a part of clinical legal education. As for European countries, there is a broad range of scenarios and no established experience. Recognition of communicative skills as key skills for mediators prompts the use of a CLIL approach in structuring such a course. Listening, reframing, summarising, questioning are skills to be mastered by law-students both in a foreign language and their mother tongue. Language teachers are in charge of this part of the course while law teachers can work out text contents built on the branches of law mediators deal with more often (family law, employment law, contracts, etc.). Moreover, some texts may cover mediation law in a home country and abroad. Another important factor to take into account is a career path chosen by a law-student – if s/he is going to become a mediator or a lawyer securing clients in mediation. Role plays and scenarios are an integral part of the course. Moreover, the course developed can serve as an introduction to internship in a law clinic. (shrink)

Physical education is often selected for applying multilingual initiatives through the use of the content and language integrated learning (CLIL) approach. However, it is still unclear whether the introduction of such approach might entail losing Physical Education’s essence and distorting its basic purposes. The aim of this study is to analyse the impact of CLIL on the Physical Education lessons. Given the purpose of this study, a mixed methodological approach based on a sequential exploratory design divided in two (...) different phases is used. We begin with an initial qualitative data collection (phase I) consisting in the analysis of interviews with 12 participants (8 teachers and 4 students). Based on its analysis, two foci are identified: social relationships and physical activity. Then, informed by the results obtained, a quantitative approach is used (phase II), differentiating these two sets of data to deepen on them. On one part, a sociometric questionnaire was applied to analyse the social relationships among CLIL students. On the other part, a quasi-experimental design (n = 49) was implemented using accelerometry to measure the MVPA of the PE sessions. Regarding physical activity, the results show that levels of MVPA are higher in the experimental group (CLIL) than in the control group showing light to the divergent viewpoints of interviewees. However, focusing on social relationships, the sociometric questionnaire results show that there were no statistical significative changes, although some signs of a slight effect on students’ relationships arise depending on their gender. Therefore, more research would be necessary to deepen on how CLIL affects in this regard. (shrink)

This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute, a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive classes on topics (...) in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se. (shrink)

This study is devoted to examining the introduction of the Content and Language Integrated Learning classes that combine the history of religion philosophy and English language education within the Ph.D. programme. New global challenges and the BRICS development require the implementation of the CLIL programmes for organizing and improving intercultural cooperation, to give it a more profound value-grounded character. In this regard, it is necessary not only to introduce the teaching of the English language but also to improve the (...) discursive possibilities of postgraduate students, in order to promote their discussions skills. This article, written under the supervision of practicing CLIL educators, is based on the best practices of these programs and describes an example of one session in English. (shrink)

Publication date: 22 December 2020 Source: International Letters of Social and Humanistic Sciences Vol. 89 Author: Oleg Tarnopolsky, Marina Kabanova The article analyzes using Content and Language Integrated Learning for teaching one of the optional humanities disciplines to Ukrainian university students of different majors. The discipline discussed in the article as an example of using CLIL methodology is “The Fundamentals of Psychology and Pedagogy” and it is in the list of optional humanities subjects for the first-year students of Alfred (...) Nobel University in Dnipro, Ukraine. However, unlike the other optional humanities disciplines, the methodology underlying this course is based on teaching the subject in English, instead of Ukrainian, following the CLIL approach widely used in the European education but still little known in Ukraine. The purpose of the paper is to expose and analyze the original methodology developed that conditioned the specific structure of the relevant course, and the specific learning activities used in it. The essence of the developed CLIL theory-based methodology and its practical application are manifested through learning activities that include students’ mini-lectures/workshop-type presentations, brainstorming, case-studies, discussions, and a learning project with its results summarized in students’ essays, abstracts, and summaries written in English. The students collect the information required for completing their tasks not only from the teacher’s lectures and the recommended literature but also by way of doing extensive Internet-search on psychological and pedagogical sites in English. All this makes CLIL in the case under discussion experiential-interactive, blended, autonomous, and cooperative. As the result, students mostly self-construct their knowledge of the discipline by way of using the target language as the tool for such self-construction. This makes the elaborated course a clear-cut case of constructivism in CLIL pedagogy. Subject Classification Numbers: PACS 01.40.-d. (shrink)

The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students’ mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in (...) second language immersion programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue. (shrink)