Future teachers' knowledge of the polylingual approach is superficial, with only 27% recognizing its essence and 13% knowing CLIL methodology and technologies¶

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? Most students have superficial knowledge or knowledge of separate elements of the polylingual approach, with low percentages mastering professional terminology, curriculum content, and CLIL methodology 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

Analysis of interviews, testing and students' written work on the cognitive component (Table 3). The article reports 27% recognize and understand the essence of polylingual approach, 28% master professional terminology in the second language, and 19% master curriculum content in the second language.

"13% of students know the methodology and technologies of content and language integrated learning, and only 15% of future teachers master diagnostic procedure and assessment of student performance on the basis of polylingual approach"

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