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DOI: 10.15507/1991-9468.103.026.202102.304-320
Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment
Irina M. Babich
Postdoctoral Student, Higher School of Natural Sciences, Pavlodar Pedagogical University (60 Mira St., Pavlodar 140000, Kazakhstan), ORCID: https://orcid.org/0000-0001-5861-6260, Scopus ID: 57189324489, This email address is being protected from spambots. You need JavaScript enabled to view it.
Vera K. Omarova
Professor of Chair of Foreign Philology, Toraighyrov University (64 Lomov St., Pavlodar 140008, Kazakhstan), Ph.D. (Ed.), Associate Professor, ORCID: https://orcid.org/0000-0002-6373-7638, This email address is being protected from spambots. You need JavaScript enabled to view it.
Aliya A. Baratova
M.Sc. (Education Management), Nazarbayev University (53 Kabanbay Batyr Ave, Nur-Sultan 010000, Kazakhstan), ORCID: https://orcid.org/0000-0001-6554-6846, This email address is being protected from spambots. You need JavaScript enabled to view it.
Natalia I. Churkina
Professor of Chair of Pedagogics, Omsk State Pedagogical University (14 Tukhachevskiy Embankment, Omsk 644099, Russian Federation), Dr.Sci. (Ed.), Associated Professor, ORCID: https://orcid.org/0000-0001-7722-2427, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction. The relevance of the problem of preparing prospective teachers of natural sciences for teaching in several languages is determined by the social need of society. Insufficient practical training of young specialists requires the search for effective methods to help solve the problem. The aim of the research was to study the impact of the integration of IBL and CLIL methods on the quality of prospective teachers’ preparation to teach science subjects (taking Chemistry as an example) in English. The integration of CLIL and IBL methods is proposed to prepare prospective teachers of natural sciences for teaching in English which serves as a foreign language in a multilingual environment.
Materials and Methods.Using the methods of pedagogical experiment, observation, testing, analysis of lesson recordings, descriptive and mathematical statistics, prospective science teachers’ speech acts as indicators of effective training were analyzed during the period of pedagogical apprenticeship. The research was carried out before and after learning in two groups of students studying with application of the CLIL method (control group) and the integration of IBL and CLIL (experimental group).
Results. Obtained results demonstrate the non-random pattern of the changes between the two groups of students. Experimental students expressed more directives. A significant increase was observed in high-level questions at the stages of lessons with the organization of independent student research. The types of directive acts have become more diverse than in the control group. The integration of the CLIL and IBL methods had a positive effect on the growth of indicators of the quality of student preparation.
Discussion and Conclusion. The presented results can be used to prepare prospective science teachers for teaching subjects in any second language. The results will be relevant for university lecturers in European and CIS countries who are looking for effective ways to train multilingual teachers.
Keywords: IBL, CLIL, prospective science teachers, multilingual environment, English, directives
Acknowledgements: The authors of the article express their gratitude to the branch of Nazarbayev Intellectual High Schools of AEO Nazarbayev Intellectual High School of Chemistry and Biology in Pavlodar for providing a research site as well as reviewers whose recommendations improved the quality of this publication
The authors declare no conflict of interest.
For citation: Babich I.M., OmarovaV.K., Baratova A.A., Churkina N.I. Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment. Integratsiya obrazovaniya = Integration of Education. 2021; 25(2):304-320. DOI: https://doi.org/10.15507/1991-9468.103.025.202102.304-320
Contribution of the authors:
I. M. Babich – development of the research concept and methodology; bibliographic review; organising and conducting the formative experiment; analyzing the empirical material; summarizing the results; drawing conclusions; formatting the text.
V. K. Omarova – analysis of empirical material; summarizing of research findings; drawing up conclusions.
A. A. Baratova – conducting a forming experiment; analysis of empirical material, text formatting.
N. I. Churkina – analysis of empirical material; bibliographic review.
Все авторы прочитали и одобрили окончательный вариант рукописи.
Submitted 05.03.2021; approved after reviewing 05.04.2021;
accepted for publication 09.04.2021.
This work is licensed under a Creative Commons Attribution 4.0 License.
