kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.1.04kvmolur-34Research ArticleСтатьиПоследипломное развитие компетенций преподавателей CLILPost-graduate Training in the Competence Development of CLIL Teachershttps://orcid.org/0000-0003-0575-2386ПоляковаО.PolyakovaO.

Оксана Полякова

Валенсия

Oksana Polyakova

Valencia

okpolnes@upv.eshttps://orcid.org/0009-0006-7831-0182О'КаллаганШ.O’CallaghanSh.

Шона О'Каллаган

Валенсия

Shona O’Callaghan

Valencia

shona.ocallaghan@ucv.esПолитехнический университет ВаленсииИспанияUniversitat Politècnica de València – Technical University of ValenciaSpainКатолический университет ВаленсииИспанияCatholic University of ValenciaSpain2023300920251814359Copyright © Полякова О., О'Каллаган Ш., 20252025Полякова О., О'Каллаган Ш.Polyakova O., O’Callaghan S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/34

Интегрированное обучение предметному содержанию и языку (CLIL) стало одним из столпов двуязычного образования во всем мире. Его применение часто зависит от качества преподавания, а тщательная подготовка будущих CLIL-педагогов гарантирует адекватное внедрение CLIL. Несмотря на обширные исследования этого метода, используемого с 1990-х годов, мало что известно о процессе компетентностной подготовки учителей CLIL. С помощью разностороннего подхода, включающего качественные и количественные методы исследования, авторы демонстрируют, что компетенции CLIL могут быть хорошо развиты. С этой целью был проведён последипломный курс «Преподавание учебной программы с помощью английского языка» для 26 педагогов, а затем проанализировано развитие их профессиональных навыков. Результаты пилотного исследования показали, что развитие компетенций высоко коррелирует с лингвистической подготовкой, теоретическими и прикладными знаниями о подходе CLIL и взаимной поддержкой в педагогическом сообществе. Независимо от основной идеи пилотного проекта, исследование представляет некоторые выводы, заслуживающие осмысления со стороны преподавателей и руководителей, применяющих CLIL.

Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application oſten relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation.

Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community.

Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.

интегрированное обучение содержанию и языку (CLIL)учителя CLILпоследипломная подготовка учителей CLILкомпетенции учителей CLILContent and Language Integrated Learning (CLIL)CLIL teacherspost-graduate CLIL teacher trainingCLIL teacher competencesReferencesAnderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.Attard Montalto, S., Walter, L., Theodorou, M., & Chrysanthou, K. (2016). The CLIL Guidebook. EU Lifelong Learning Programme. CLIL4U.Attard Montalto, S., Walter, L., Theodorou, M., & Chrysanthou, K. (2016). The CLIL Guidebook. EU Lifelong Learning Programme. CLIL4U.Benson, P. (2012). Autonomy in language learning, learning and life. Synergies France, (9), 29-39.Benson, P. (2012). Autonomy in language learning, learning and life. Synergies France, (9), 29-39.Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., & Mehisto, P. (2010). The CLIL teacher’s competences grid. Retrieved from http://www3.gobiernodecanarias.org/medusa/ecoescuela/recursosdigitales/2015/02/09/the-clil-teachers-competences-grid/Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., & Mehisto, P. (2010). The CLIL teacher’s competences grid. Retrieved from http://www3.gobiernodecanarias.org/medusa/ecoescuela/recursosdigitales/2015/02/09/the-clil-teachers-competences-grid/Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I: cognitive domain. D. Mckay.Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I: cognitive domain. D. Mckay.Canagarajah, S. (2013). Redefining Proficiency in Global English. In Contextualizing the Pedagogy of English as an International Language: Issues and Tensions (Nugrahenny T Zacharias, Christine Manara, pp. 2-11). Cambridge Scholars Publishing.Canagarajah, S. (2013). Redefining Proficiency in Global English. In Contextualizing the Pedagogy of English as an International Language: Issues and Tensions (Nugrahenny T Zacharias, Christine Manara, pp. 2-11). Cambridge Scholars Publishing.Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2(1), 40. https://doi.org/10.1186/1748-5908-2-40Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2(1), 40. https://doi.org/10.1186/1748-5908-2-40Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Council of Europe.Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Council of Europe.Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.Council of Europe (2018). Common European Framework of Reference for Languages: Learning,Council of Europe (2018). Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Companion Volume with New Descriptors. Council of Europe Publishing. Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.Teaching, Assessment. Companion Volume with New Descriptors. Council of Europe Publishing. Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.Coyle, D. (2011). Setting the CLIL agenda for successful learning: What pupils have to say. Presented at the Plenary conference at the II Congreso Internacional de Enseñanza Bilingüe en Centros Educativos., Universidad Rey Juan Carlos.Coyle, D. (2011). Setting the CLIL agenda for successful learning: What pupils have to say. Presented at the Plenary conference at the II Congreso Internacional de Enseñanza Bilingüe en Centros Educativos., Universidad Rey Juan Carlos.Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176. https://doi.org/10.1080/00405841.2018Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176. https://doi.org/10.1080/00405841.2018Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.Coyle, D., & Meyer, O. (2022). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.Coyle, D., & Meyer, O. (2022). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual Matters.Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual Matters.Di Martino, E., & Di Sabato, B. (2012). CLIL implementation in Italian schools: Can the long ago employed teacher be trained effectively? The Italian protagonists’ voice. Latin American Journal of Content & Language Integrated Learning, 5(2), 73-105. https://doi.org/10.5294/laclil.2012.5.2.9Di Martino, E., & Di Sabato, B. (2012). CLIL implementation in Italian schools: Can the long ago employed teacher be trained effectively? The Italian protagonists’ voice. Latin American Journal of Content & Language Integrated Learning, 5(2), 73-105. https://doi.org/10.5294/laclil.2012.5.2.9Ibáñez, A., & Polyakova, O. (2019). A four-dimensional rubric model to assess CLIL in primary and compulsory high school education. In Estudios de lingüística aplicada III (pp. 57-68). Universitat Politècnica de València.Ibáñez, A., & Polyakova, O. (2019). A four-dimensional rubric model to assess CLIL in primary and compulsory high school education. In Estudios de lingüística aplicada III (pp. 57-68). Universitat Politècnica de València.Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. Latin American Journal of Content and Language Integrated Learning, 11(1), 19-37. https://doi.org/10.5294/laclil.2018.11.1.2Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. Latin American Journal of Content and Language Integrated Learning, 11(1), 19-37. https://doi.org/10.5294/laclil.2018.11.1.2Madrid-Fernández, D., Ortega-Martín, J. L., & Hughes, S. P. (2019). CLIL and Language Education in Spain. In Content and Language Integrated Learning in Spanish and Japanese Contexts (pp. 11-35). Springer.Madrid-Fernández, D., Ortega-Martín, J. L., & Hughes, S. P. (2019). CLIL and Language Education in Spain. In Content and Language Integrated Learning in Spanish and Japanese Contexts (pp. 11-35). Springer.Marsh, D. (1994). Bilingual education & content and language integrated learning. International Association for Cross-cultural Communication (Eds.), Language Teaching in the Member States of the European Union (Lingua). University of Sorbonne.Marsh, D. (1994). Bilingual education & content and language integrated learning. International Association for Cross-cultural Communication (Eds.), Language Teaching in the Member States of the European Union (Lingua). University of Sorbonne.Marsh, D. (2002). CLIL/EMILE-The European dimension: Actions, trends and foresight potential. Jyväskylä: University of Jyväskylä. Retrieved from https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdfMarsh, D. (2002). CLIL/EMILE-The European dimension: Actions, trends and foresight potential. Jyväskylä: University of Jyväskylä. Retrieved from https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdfMehisto, P. (2012). Criteria for producing CLI learning material. Encuentro 21, 15-33. Retrieved from https://www.unifg.it/sites/default/files/allegatiparagrafo/21-01-2014/mehisto_criteria_for_producing_clil_learning_material.pdfMehisto, P. (2012). Criteria for producing CLI learning material. Encuentro 21, 15-33. Retrieved from https://www.unifg.it/sites/default/files/allegatiparagrafo/21-01-2014/mehisto_criteria_for_producing_clil_learning_material.pdfMeyer, O., Halbach, A., & Coyle, D. (2015). A pluriliteracies approach to teaching for learning. ECML Council of Europe. ECML-Council of Europe.Meyer, O., Halbach, A., & Coyle, D. (2015). A pluriliteracies approach to teaching for learning. ECML Council of Europe. ECML-Council of Europe.Moll, L. C. (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press.Moll, L. C. (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press.OFSTED (2012). Improving literacy in secondary schools: A shared responsibility (No. 120363). OFSTED. Retrieved from: https://www.gov.uk/government/publications/improving-literacy-insecondary-schools-a-shared-responsibilityOFSTED (2012). Improving literacy in secondary schools: A shared responsibility (No. 120363). OFSTED. Retrieved from: https://www.gov.uk/government/publications/improving-literacy-insecondary-schools-a-shared-responsibilityPérez-Cañado, M. L. (2018). Innovations and Challenges in CLIL Teacher Training. Theory Into Practice, 57(3), 1-10. https://doi.org/10.1080/00405841.2018.1492238Pérez-Cañado, M. L. (2018). Innovations and Challenges in CLIL Teacher Training. Theory Into Practice, 57(3), 1-10. https://doi.org/10.1080/00405841.2018.1492238Pérez-Cañado, M. L. (2020). Common CLIL (Mis)conceptions: Setting the Record Straight. In M. T. Calderón-Quindós, N. Barranco-Izquierdo & T. Eisenrich (Eds.), The Manifold Nature of Bilingual Education (pp. 1-30). Cambridge Scholars Publishing.Pérez-Cañado, M. L. (2020). Common CLIL (Mis)conceptions: Setting the Record Straight. In M. T. Calderón-Quindós, N. Barranco-Izquierdo & T. Eisenrich (Eds.), The Manifold Nature of Bilingual Education (pp. 1-30). Cambridge Scholars Publishing.Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). The Emergence of CLIL in Spain: An Educational Challenge. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. ix–xvii). Cambridge Scholars Publishing.Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). The Emergence of CLIL in Spain: An Educational Challenge. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. ix–xvii). Cambridge Scholars Publishing.San Isidro, X. (2018). Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice, 57(3), 185–195. https://doi.org/10.1080/00405841.2018.1484038San Isidro, X. (2018). Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice, 57(3), 185–195. https://doi.org/10.1080/00405841.2018.1484038UNESCO (1999). Records of the General Conference, 30th session, Paris, 26 October to 17 November 1999, v. 1: Resolutions—UNESCO. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000118514UNESCO (1999). Records of the General Conference, 30th session, Paris, 26 October to 17 November 1999, v. 1: Resolutions—UNESCO. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000118514Wolff, D. (2012). The European framework for CLIL teacher education. Synergies Italie, 8, 105-116.Wolff, D. (2012). The European framework for CLIL teacher education. Synergies Italie, 8, 105-116.

The authors declare that there are no conflicts of interest present.