The Influence of English Medium Instruction on Teacher Identity

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

“…One of the approaches is the use of scaffoldings. Despite the existing opinion that CLIL science teacher does not need knowledge of applied linguistics (Airey, 2020), researches do indicate (Doiz & Lasagabaster, 2020;Kunioshi et al, 2015;Urmeneta, 2013;Volchenkova & Bryan, 2019) that the CLIL teacher should have a linguistic training within the subject taught through a second language. That is the primary but, as shown below, not the only humanitarian component of training CLIL science teachers.…”

“…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. As noted in scientific reports (Airey, 2012;Arnándiz & Portolés, 2019;Bier, 2016;Hudson, 2009;Lo et al, 2018;McDougald, 2015), now teaching subjects through English as a non-native language is a prestigious category in many educational institutions.…”

“…• 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.…”

“…Its intensive growth in the world can be characterized by an increase of the worldwide number of international students over the past three decades by five. Teaching international students currently takes an important place in the international activities of any university and its positioning on the international educational market (Kunioshi, Noguchi, Tojo & Hayashi, 2015;Macaro, Muñoz & Lasagabaster, 2019;Volchenkova & Bryan, 2019). At the same time, CLIL (Content and Language Integrated Learning) has globally developed and, at present, has covered a considerable number of countries.…”