Analysis of Teaching Physics Through Interim Language as Preconditions for Humanitarian Training of Science Teachers for Differentiated Approach in CLIL

Abstract

The paper studies the humanitarian component of CLIL (Content and Language Integrated Learning) science training of teachers by reviewing theoretical researches and practical approaches presented in scientific reports and analyzing the results of an experiment conducted with international first-year students of Volgograd State Medical University (VolgSMU) when studying physics in English as the interim language. The research design involves seeking the humanitarian components of CLIL science teachers’ training by studying scientific reports and analyzing the preparedness of international VolgSMU students in physics. Main findings include determination and the description of significant heterogeneities among the CLIL students related to their preliminary preparedness subject and language components. The research results can be applied to design the CLIL science teachers’ training for (1) conducting the educational process in a non-native language with the application of a differentiated approach and relying on integrated linguistic and methodical techniques, and (2) analyzing the preliminary preparedness of students for CLIL education on the example of teaching physics in English.