Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers

Nina Tarasenkova,Iryna Kulish,Iryna Nekoz,Iryna Akulenko

doi:10.13189/ujer.2020.080332

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.

Highlights

The Mathematics teacher in the modern society lives and works in a globalized world, communicating with students and colleagues including both his/her compatriots and citizens of other countries
We suggest implementing the integrated foreign language and mathematical training of a future Mathematics teacher in two stages, consistently implementing the English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL) models
Since CLIL should be implemented in the joint activity of a student, a Mathematics teacher and an English teacher, the model of preparatory stage for CLIL implementation reflects their trilateral interaction

Summary

Introduction

The Mathematics teacher in the modern society lives and works in a globalized world, communicating with students and colleagues including both his/her compatriots and citizens of other countries. The professional development of a young specialist in the modern society is impossible without of the process of learning the latest developments in both the fields of Mathematics and Didactics of Mathematics that are published in foreign editions. For this purpose, the future teacher needs to have a sufficient level of foreign language communication (linguistic) competence and to gain an experience of professional foreign language communication. It is difficult to provide such a result because mastering mathematical content and forming communication skills in a foreign language are different processes in their content and patterns. Studies [1; 2; 3; 4; 5; 6] show that it is possible to solve this problem through the integrated learning of a foreign language and the disciplines in the cycles of general and vocational training of a future teacher at the university

Methods

Results

Conclusion