NDLI: Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers

Please wait, while we are loading the content...

Negative Aspects of the Use of Infocommunication Technologies by Undergraduate Students of Engineering Academic Programs in a Regional Russian University

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers

Predictors of Performance in Licensure Examination for Teachers

Relationship between Math Anxiety and Perception of the Utility of Geometry in Primary Education in Prospective Teachers

Stress and Performance of Elementary School Teachers of Southern Papua: A Survey Approach

Students' Needs Concerning Smoking Prevention: A Qualitative Comparative Analysis Among Public, Private, and Islamic School

Teacher Competencies for Dyslexia Students

Teachers' Opinions about Using Multiple-choice Questions in the National Examination of Mathematics: A Survey in Vietnam

Teachers' Perceptions on the Impact of Flipped Learning on Student Learning and Teacher's Role in Jordanian Schools

The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course

The Development of Hots-based Student Worksheets with Discovery Learning Model

The Effect of Instructional Models and Mathematical Logic Intelligence toward the Basic Chemistry Learning Outcomes by Controlling Student's Initial Competence

The Efficiency of Teaching Listening and Speaking Skills to Develop Students' Communicative Competences

The Efficiency of Using Pictures in Teaching Speaking Skills of Non-native Arabic Beginner Students

The Impact of Policy Changes at the Pre-University Education on Teaching, Learning, and Student Performance

The Impact of the Use of a Virtual Three-Dimensional Learning Environment in Teaching Physics on the Achievement of the First Year Secondary Students and Their Attitudes toward It

The Inculcation of Civilization Values as the Medium towards the Holistic Development in Malaysia in the Era of Industrial Revolution 4.0

The Mediating Influence of Leadership Behaviour on the Relationship between Organizational Health and Work Engagement

The Relationship Between Education and Agricultural Productivity: The Moderating Effect of NGO

The Relationship between Emotional Intelligence Ability and Teacher Efficacy

The Role of Parents on the Character Education of Kindergarten Children Aged 5-6 Years in Bima

The Use of Electronic Frog VLE in Assisting Reading Comprehension Activities

Understanding the Number Concepts through Learning Connected Mathematics (CM): A Local Cultural Approach

Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers

Content Provider	Horizon Research Publishing Corporation
Author	Tarasenkova, Nina Akulenko, Iryna Kulish, Iryna Nekoz, Iryna
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.
Ending Page	982
Page Count	12
Starting Page	971
File Format	PDF
ISSN	23323205
e-ISSN	23323213
DOI	10.13189/ujer.2020.080332
Alternate Webpage(s)	https://www.hrpub.org/journals/article_info.php?aid=8902
Journal	Universal Journal of Educational Research
Issue Number	3
Volume Number	8
Language	English
Publisher	Horizon Research Publishing
Publisher Date	2020-03-01
Access Restriction	Open
Subject Keyword	Content and Language Integrated Learning (clil) English for Specific Purposes (esp) Implementation Process Preparatory Stage Foreign Language Competence English Language Competence Multilevel Bilingual Assignments
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools

Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Lexical Range and Communicative Competence of Learners in Bilingual Schools in Lower Austria

Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)

DIDACTIC PROPOSAL IN BILINGUAL PHYSICAL EDUCATION ON CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) TEAM SPORTS

The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP

Phrasebook: a Way out for CLIL Teachers in Thailand

The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers

Similar Documents

Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools

Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Lexical Range and Communicative Competence of Learners in Bilingual Schools in Lower Austria

Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)

DIDACTIC PROPOSAL IN BILINGUAL PHYSICAL EDUCATION ON CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) TEAM SPORTS

The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP

Phrasebook: a Way out for CLIL Teachers in Thailand

The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

Preconditions and Preparatory Steps of Implementing CLIL for Future Mathematics Teachers