Few future teachers master operational competencies for polylingual teaching, from 17% able to plan to 7% able to analyze and evaluate results¶

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? Students' skills in organizing and implementing the polylingual approach in subject teaching are low, with the weakest areas being diagnosis of progress (8%) and analysis and evaluation of teaching results (7%). → 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

Study of the state of formation of the operational criterion via observation, written works and internship documentation (Table 4, restated in Results). The article adds that 13% can use technological tools and 8% are able to diagnose progress and results of content and language integrated learning.

"17% of students are able to plan the teaching process on the basis of polylingual approach ; 14% know how to organize the teaching process by the methodology of content and language integrated learning; 11% master the methodology of content and language integrated learning"

Discussion¶

Related Claims¶

• 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 — related
• Future teachers' knowledge of the polylingual approach is superficial, with only 27% recognizing its essence and 13% knowing CLIL methodology and technologies — related
• Initial formation levels are predominantly low and medium in both experimental and control groups, with the high level absent in the experimental group — related