Preconditions And Preparatory Steps Of Implementing CLIL For Future Mathematics Teachers

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.