Future teachers show low motivation for polylingual subject teaching, with 73.2% saying it is unnecessary and 87.2% not self-learning subjects in a second language¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? Surveyed future teachers largely do not consider teaching school subjects in a second language necessary or effective, and few engage in self-learning professional courses in a second language. → Zhorabekova 2015

Evidence¶

Zhorabekova 2015¶

Zhorabekova, A. N. (2015). Formation of Future Teachers' Professional Competence on the Basis of Polylingual Approach: The State Analysis. International Education Studies, 8(12). https://doi.org/10.5539/ies.v8n12p130

q2 · i? · associational · r1

Survey and individual interviews among students of pedagogical specialties on attitudes to polylingual approach (Table 2). The article reports 73.2% answered no on necessity, 75.2% could not unambiguously positively assess effectiveness, and "The vast majority of future teachers (87.2%) do not learn the subject on their own in the second language."

"to the question "Do you think it is necessary to teach a school subject in the second (Russian/Kazakh, English) language?" 73.2% of respondents gave a negative answer"

Discussion¶

Related Claims¶

• Few future teachers master operational competencies for polylingual teaching, from 17% able to plan to 7% able to analyze and evaluate results — related
• Future teachers' knowledge of the polylingual approach is superficial, with only 27% recognizing its essence and 13% knowing CLIL methodology and technologies — related