Formation of Students’ Soft Skills by Means of Integration of English and Art in Extracurricular Activities
DOI:
https://doi.org/10.32405/2308-8885-2023-3(109)-48-53Keywords:
soft skills, students, 5th graders, integration of English language and art, CLIL approach, institutions of general secondary education, institutions of out-of-school educationAbstract
The article reveals the methodological aspect of the formation of students’ soft skills in extracurricular activities in institutions of general secondary education and out-of-school education.
The author analyzes the scholars’ assumptions regarding the effectiveness of using artistic content while learning foreign languages that promotes the formation of competences, general and linguistic development, and affects the development of students’ communication skills, social activity, and creative self-expression. The author focuses on Content and Language Integrated Learning (CLIL) as one of the effective approaches that allows teachers to integrate learning foreign languages and art. In the framework of this approach, textbooks for learning English in the 5th grade developed by national and international linguists by the State Standard of General Secondary Education of the New Ukrainian School and under the Model Curriculum “Foreign Language. 5-9 grades” for institutions of general secondary education.
By the examples of integrated tasks in English for 5th graders, the author specifies the forms of activities (projects, games, discussions, etc.) in group and pair work, methods, and techniques that implement the integrated approach in English classes in institutions of general secondary education and out-of-school education.
The advantages of using the CLIL approach are considered as the following: students’ permanent focus on learning art, intercultural communication, formation of soft skills; effective interaction of students with each other, perception of information and expression of one’s thoughts in English for solving real communicative situations: distribution of roles in a group, ability to argue one’s point of view, creative self-expression; increasing motivation to learn English, understanding language as a tool for achieving goals, using knowledge from other educational disciplines creatively; deepening of students’ knowledge of art and artistic self-realization in various types of artistic activity (discussion of works of art, music making, creation of works of art, art games, etc.).
The analysis of English language textbooks for the 5th grade proved the emphasis of content and methodological tools on the formation of students’ soft skills.
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