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

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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

Název v anglickém jazyce

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

Popis výsledku anglicky

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

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2018 Proceedings

ISBN

978-84-697-9480-7

ISSN

2340-1079

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

3433-3439

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Valencia

Datum konání akce

5. 3. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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