Sborník konference didaktitky přírodních věd DidSci+ 2021

Kapitola

CLIL (Content and Language Integrated Learning) for Pre-service Teachers of Science: Scaffolding in Lesson Planning

Rok vydání: 2021

https://doi.org/10.5817/CZ.MUNI.P210-9876-2021-7

Abstrakt

In this paper the author introduces the conception of teaching CLIL (Content and Language Integrated Learning) in a specialised English course for student teachers at the Faculty of Science Masaryk University. She deals with the methodological aspects of the approach which are transferrable beyond CLIL and beneficial to future teachers of any subject. Specifically, she discusses scaffolding, i.e., the supporting strategies guiding a pupil through increasingly more challenging tasks. In the last part of the presentation, the author summarises the main points and comments from a survey which imply that students mainly struggle with structuring their lessons and the choice of suitable activities for their teaching.

Klíčová slova

CLIL, scaffolding, teacher training


Reference

[1] Coyle, D., Hood, P., Marsh, D.: Content and Language Integrated Learning. Cambridge University Press, 2009.

[2] Dale, L., Tanner, R.: CLIL Activities. Cambridge University Press, 2012.

[3] Hogan, K., Pressley, M.: Scaffolding Student Learning: Instructional Approaches and Issues. Cambridge, Mass: Brookline Books. 1997.

[4] Holliday, W.G. 2000. Getting students motivated. Science Scope. 23 (4): 50-52.

[5] Holliday, W.G. 2001. Critically considering science inquiry. Science scope. 24(7): 54-57.

[6] Vygotsky, L.S.: Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.

[7] Williams, M., Mercer, S., Ryan, S.: Exploring Psychology in Language Learning and Teaching. Oxford University Press, 2015.