Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers

Abstract

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.

Analysis of Teaching Physics Through Interim Language as Preconditions for Humanitarian Training of Science Teachers for Differentiated Approach in CLIL

“…• ILCHE (Integrated Language and Content in Higher Education). In the first group (ESP, LAC, CBI, and soft-CLIL), the teachers are foreign language experts, and in the second (hard CLIL, EMI, and ILCHE) -the teachers are subject experts (Cimermanova, 2017;Doiz & Lasagabaster, 2020;Tarasenkova, Akulenko, Kulish & Nekoz, 2020;Volchenkova & Bryan, 2019). The first and second groups have different goals (Airey, 2020).…”

“…CLIL science teachers should have a level of English language proficiency corresponding to C2 CERF qualification or, at least, qualification C1. But, in practice, B2 is allowed at the very least (Cabezuelo & Pavón, 2019;Dimova, 2021;Fernández-Barrera, 2019;Hillyard, 2011;Macaro et al, 2018;Papaja, 2015;Perez, 2019;Tarasenkova et al, 2020;Volchenkova & Bryan, 2019). The research will not focus on the differences between CLIL and EMI and will use them as synonyms.…”

“…The linguistic component of CLIL teacher training should consider specific instructional contexts (Gustafsson, 2018;Kewara, 2017). CLIL teachers should also be able to notice difficulties connected to students' language proficiency and be able to apply verbal and non-verbal tools to improve the comprehension of science content (Bier, 2016;Choi et al, 2014;Hillyard, 2011;Hu & Gao, 2020;Kampen, Admiraal & Berry, 2018;Macaro et al, 2018;Papaja, 2015;Robles & Espinet, 2013;Tarasenkova et al, 2020).…”

“…Since the CLIL science teacher training is a long-term education (Kewara, 2017;Macaro et al, 2018;Mcdougald, 2016), then during the primary study of CLIL, it is necessary not only to develop an extensive teacher's vocabulary of the taught discipline but also develop the ability to explain new physics concepts in their own words, using graphical tools, relying on formulas, etc. (Airey, 2012;Hu & Gao, 2020;Kunioshi et al, 2015;Mahan, 2020;Perez, 2019;Robles & Espinet, 2013;Tarasenkova et al, 2020). The linguistic and didactic competence concept of A. I. Surygin, L. Vilkancienė, and I. Rozgienė (Vilkancienė & Rozgienė, 2017) implies not only the interaction of language and content but also the possession of existing linguistic and methodical tools and creation of their approaches.…”

“…Since the maximum effect on the students' development is achieved by working in groups with an equal level of training (Hu & Gao, 2020), the fourth humanitarian aspect of CLIL science teacher training involves students with different levels of preliminary training in both the content of the subject and the non-native language of instruction. It implies a combination of methods of teaching the subject and a foreign language (Bier, 2016;Cabezuelo & Pavón, 2019;Couto-Cantero & Bobadilla-Pérez, 2018;Dimova, 2021;Gustafsson, 2018;Hillyard, 2011;Hu & Gao, 2020;Macaro et al, 2018;Papaja, 2015;Tarasenkova et al, 2020), including methods of the flipped classroom (Capone, Del Sorbo & Fiore, 2017), and other approaches in which CLIL teacher should create or find appropriate ways of science study though second language (Ramankulov et al, 2020;Urmeneta & Evnitskaya, 2014).…”