Searching for the Ideal CLIL Course Design

摘要

The paper presents a process of optimization of a Content and Language Integrated Learning (CLIL) didactics course for Mathematics teacher-trainees, starting from a traditional face-to-face course through an e-learning project （Novotná and Tejkalová 2010） to a blended-learning model. The process of the course design improvement is described: the current model is presented in detail, underlining the advantages of blended approach for CLIL: parallels between effective CLIL didactics and blended learning tools are discussed, methodological approach to course design is explained. The aim of this case study is to discuss the possibilities of blended learning for CLIL teacher training, offering the students' perspective based on complex feedback survey. The paper aims especially at teacher-training course designers and CLIL practitioners. CLIL refers to situations where "subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous acquisition of a foreign language" (Marsh and Langé 1999). For an effective CLIL class, teacher qualification is essential. The design of our course stems from current research on CLIL teacher-training, national methodological handbook for e-learning in higher education, and the syllabi of regular Didactics of Mathematics courses. We conclude that the CLIL teacher training course needs to expand the teachers' didactic skills palette by teaching compensation strategies, focusing on multimodality, and incorporating language-teaching strategies in Mathematics lessons. The course design is continuously developing based on latest experience; it has also become a compulsory subject for Mathematics teacher trainees. The blended model of the course allows the teachers to cater to the language aspect of CLIL more effectively, and especially to illustrate CLIL methodology on two levels: as the content of the course and also via the methods employed to teach this content. Blended learning seems to suit both Czech students and Erasmus students who take part in the course.