Ten Fundamentals for Novice CLIL Teachers

Abstract

The main aim of this paper is to provide novice CLIL teachers with advice on key areas related to the implementation of this approach. This is done through the presentation of ‘ten fundamentals’ with their corresponding literature review, activities and suggestions contextualised within the framework of a defined Teaching and Learning Unit, and a final tip, all of which, it is hoped will empower future CLIL teachers in their classroom practice. Materials have been designed by the authors according to the Spanish National Curriculum and the textbook selected to use as an example is: Natural Science 6. In Focus for 6th year at Primary School Level with content designed by Spencer and published by Anaya.

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

“…CLIL science teacher is one of the fundamental and most numerous members of the team of professionals who ensure not only the acquisition of knowledge and the development of skills within the selected competencies but also the academic component of students' adaptation to new educational and organizational content and language learning conditions basing on the material of the discipline studied through a non-native language (Couto-Cantero & Bobadilla-Pérez, 2018;Kampen et al, 2018;Cimermanova, 2017;Urmeneta & Evnitskaya, 2014;Dalton-Puffer, 2011;Bicaku, 2011). As many researchers mark (Dimova, 2021;Hu & Gao, 2020;Ramankulov et al, 2020;Fernández-Barrera, 2019;Lo et al, 2018;Volchenkova et al, 2019;Macaro, Curle, Pun, An & Dearden, 2018;Rodríguez & Saray, 2018;Cimermanova, 2017;Bier, 2016;Kunioshi et al, 2015;Airey, 2012;Dalton-Puffer, 2011), English is most often used as an interim language or lingua franca in Russia and abroad.…”

“…At the same time, it is evident that the CLIL subject teacher is the response to the current demands of global education, and in addition to science education, they must have a humanitarian background of at least basic language knowledge and skills (Bicaku, 2011;Bier, 2016;Cimermanova, 2017;Fernández-Barrera, 2019;Hu & Gao, 2020;Kampen, Admiraal & Berry, 2018;Kewara, 2017;Lo et al, 2018;Papaja, 2015;Perez, 2019;Piacentini, Simões & Vieira, 2019;Ramankulov et al, 2020;Rodríguez & Saray, 2020;Vilkancienė & Rozgienė, 2017). In the global practice, the content of the educational programs in a second language does not differ from what is provided for students studying in their mother tongue (Cimermanova, 2017;Urmeneta, 2019), even though the language conditions differ significantly, which is true for any training through a non-native language (Couto-Cantero & Bobadilla-Pérez, 2018;Kunioshi et al, 2015;Lo et al, 2018;Mahan, 2020). One crucial issue is how teaching through a foreign language will affect students' knowledge, skills, and understanding of the subject as the knowledge of the non-native language of instruction is worse than that of native languages for both the student and the teacher.…”

“…Many researchers (Airey, 2012;Couto-Cantero & Bobadilla-Pérez, 2018;Dalton-Puffer, 2011;Dimova, 2021;Hudson, 2009;Kampen, Admiraal & Berry, 2018;Kunioshi et al, 2015;Lipkova, 2020;Martín del Pozo, 2017;Mcdougald, 2016;Piacentini, Simões & Vieira, 2019;Ramankulov et al, 2020;Urmeneta, 2019) pay attention to the fact that CLIL science teachers are subject experts and for them, the language of instruction is usually non-native. Sometimes, according to student's opinions, the latter could be the reason for the insufficient effectiveness of teaching a subject through interim language (Arnándiz & Portolés, 2019;Choi, Tatar & Kim, 2014;Macaro et al, 2018).…”

“…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).…”