This article focuses on the problem of implementing the integrated learning of Mathematics and English by future Mathematics teachers based on the Content and Language Integrated Learning (CLIL) model. Our review of the literature confirms that this method is considered to be an effective approach to the formation and development of students' subject knowledge and foreign language skills. This technology is significant for the professional training of future Mathematics teachers since they should be competent in both Mathematics and foreign language to effectively teach today's schoolchildren. A student questionnaire was conducted and its analysis shows that students believe that CLIL will benefit them in the process of their professional training. Since the CLIL approach is multidimensional process, its implementation requires thorough preparation. This paper demonstrates and describes some specific steps in the preparatory stage for implementing the CLIL approach for the professional training of future Mathematics teachers: determining mathematical course, choosing its specific themes (units), planning for expected results, designing the organizational features of the educational process using the CLIL method and designing the appropriate teaching and methodological support. The possible variant for designing the preparatory stage for the integrated teaching and learning of "Number Theory" and English is suggested. It is demonstrated that the Mathematical and foreign language component of the expected educational outcomes need to be distinguished. The educational process should involve a special system of multilevel bilingual assignments. It also should have some special preconditions and joint activities of Mathematics and English teachers.
This article focuses on the problem of Mathematics and English Integrated Learning (MLIL) by future Mathematics teachers. Our literature review on the problem shows a variety of aspects that scientists consider when studying the MLIL model. However, previous researches did not consider the problem of appropriate learning materials (LM) for MLIL in detail. The paper shows the results of two conducted surveys of students majoring in Mathematics and Secondary Education (Mathematics) in Ukraine (82 and 32 participants, respectively). They helped us to make a conclusion about: the importance of the integrated learning for both mathematical and language students’ competence; the importance of syllabus elements reflecting both the mathematical and linguistic components of the goals, objectives, and the expected learning outcomes; the necessity of the MLIL content to be consistent with the current needs of students; the necessity of using different means of scaffolding, in particular the opportunities of ICT.
Introduction. The 21st century curriculum focuses on innovative teaching and learning practices, on forming and developing skills that will help the younger generation be successful in their future careers. The learning environment of the 21st century is characterized by a problematic nature, active participation of students in the educational process, students’ construction of their knowledge based on their experience under or without the guidance of a mentor, the change of the role of a teacher from the transfer of knowledge to the process of joint construction of knowledge with a student. Purpose. The aim of the study is to review innovative approaches to teaching and learning; to consider the 21st century skills that will contribute to students’ future successful careers, in general, and the skilled communication, in particular; to analyze students’ learning activities aimed at developing the skills of communication according to the rubrics of the project “Innovative teaching and learning” and the experience of the Cherkasy Bohdan Khmelnytsky National University; to determine the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”; to design and analyze types of learning activities while studying profession-oriented foreign language in accordance with the codes of rubrics for the development of the skilled communication of students. Methods. We found out the attitude of the teaching staff of the University to the use of educational forms and methods of work that would promote social skill such as the skilled communication, and the attitude of students to the forms and methods of work that contribute to the development of the skilled communication. 98 representatives of the teaching staff and 109 students of various educational programs and learning stages of Cherkasy Bohdan Khmelnytsky National University took part in the survey. Results. The study of the opinion of the scientific and pedagogical staff and students of Cherkasy National University indicates the awareness of teachers and students of the importance of effective communication skills in various spheres of human life. Most teachers plan learning activities that involve more than one means or type of communication or provide students with a choice of means of communicating their ideas, as well as learning activities that encourage students to explain their ideas, support their ideas with facts or examples. Half of the teachers plan educational activities that are designed for a particular audience. The opinions and beliefs of students mostly confirm the opinion of teachers with minor differences, which may be due to insufficient explanation of the purpose and progress of a particular learning activity. Originality. We consider the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the formation and development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”. The analysis of types of learning activities aimed at developing the skilled communication of students in the study of profession-oriented foreign language allowed to develop and distribute some forms and types of education in accordance with the rubrics proposed by the project “Innovative teaching and learning”. Conclusions. Nowadays, the educational sector is characterized by innovative approaches, promoting the formation and development of students’ skills that will help them adapt to modern society and be successful in it. The analysis of types of learning activities in the study of a profession-oriented foreign language shows that this discipline has potential opportunities to develop the skilled communication as it allows to develop and distribute some forms and types of learning according to the rubrics proposed by the “Innovative Teaching and Learning” project.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.