Reflection of mathematics and language integrated learning as an educational need of teachers

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73592892" target="_blank" >RIV/61989592:15410/18:73592892 - isvavai.cz</a>

Result on the web

—

DOI - Digital Object Identifier

—

Result language

angličtina

Original language name

Reflection of mathematics and language integrated learning as an educational need of teachers

Original language description

Content and Language Integrated Learning (CLIL) is one of the major curricular trends of contemporary European education. CLIL is one of the possible strategies on the way to a multicultural society. Its application in school practice significantly contributes to the dismantling of pupils&apos; communication barriers. The paper is focused on possibilities of integration of mathematics and foreign language at the primary school level. Mathematics provides an appropriate learning environment for CLIL. We want to recognise the following attitudes of mathematics teachers in the Czech Republic. What topics are for further vocational training of teachers in their opinion useful or attractive? Is there any interest among teachers in self-education and training in the content and language integrated learning? The contribution is based on the broader study Analysis of the Educational Needs of Mathematics Teachers of the Olomouc Region in the Central Moravia Region, which includes a survey focused on content and language integrated learning. The research was carried out by members of the Department of Mathematics, Faculty of Education, Palacký University in Olomouc, Czech Republic, The CLIL assumes that the teacher is proficient not only in his/her field, but also in a foreign language. Moreover, CLIL is very demanding in terms of teachers’ preparation for classes; it is necessary to choose suitable teaching methods so that the lessons are interesting and the pupils pay attention to the subject as such as well as to the foreign language. At the first level of primary school, the situation seems easier, but it is not always easy to get the children’s attention. The practice at the 2nd level of primary school shows that CLIL is naturally and relatively frequently applied in teaching by graduates of teaching in combinations such as mathematics and English; however, such graduates are relatively few. Schools that offer CLIL teaching are generally attractive to pupils and parents. Most active teachers are not interested in teaching using CLIL, which is not surprising given the demands placed on teachers. It is possible that most mathematics teachers are avoiding teaching mathematics in a foreign language due to their insufficient language skills

Czech name

—

Czech description

—

Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

INTED2018 Proceedings

ISBN

978-84-697-9480-7

ISSN

2340-1079

e-ISSN

neuvedeno

Number of pages

7

Pages from-to

3433-3439

Publisher name

International Association of Technology, Education and Development (IATED)

Place of publication

Madrid

Event location

Valencia

Event date

Mar 5, 2018

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

—