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content and language integrated learning (clil)

Teacher training for Content and Language Integrated Learning Jarmila Novotná, Marie Hofmannová Charles University in Prague, Faculty of Education jarmila.novotna@pedf.cuni.cz, marie.hofmannova@pedf.cuni.cz Abstract: The paper is focusing on teacher training for Content and Language Integrated Learning (CLIL) in the Czech Republic. The authors are interested in optimal ways of developing professional skills of prospective teachers – useful strategies for teaching mathematics in English to Czech learners. Introduction Education has a rich tradition and has always played an important part in Czech history. After 1989 it has been undergoing rapid development. The transition proceeds from demonopolisation to a qualitative diversification of educational opportunities. In foreign language teaching, several new trends can be observed in Czech schools of today. One of them is Content and Language Integrated Learning (CLIL). The approach relates to European Commission document on education ?Teaching and learning. Towards the learning society” which declares proficiency in three Community languages as a prior objective, and suggests, in a list of methods, teaching content in a foreign language as a way to contribute to achieving this objective. CLIL aims to create an improvement in both the foreign language and the non-language area competence, general categories being motivational and cognitive impact of the positive attitudes triggered by using CLIL, and the linguistic and methodological utilisation of the non-language content material. It is believed that content, e.g. mathematics, and a foreign language, e.g. English, can be better developed through gradual interplay (25 – 100 % of the content is taught in a foreign language). (Pavesi et al., 2001) In the second half of 1990’s CLIL was introduced to a limited number of upper school schools in the Czech Republic. Up to six content subjects are taught in a foreign language, e.g. German, Spanish, French, Italian, English,

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