In January of this year we organized a seminar for English teachers of primary and secondary schools, where we were planning to inform them about CLIL methodology what is earning a great popularity in European countries. While we were describing the CLIL approach and presenting its principles, some teachers expressed their opinion about the possibility of using this methodology with incredulity. It pushed us to conduct this small scale research aimed to identify the teacher`s attitude to the use of CLIL in Uzbek schools. The qualitative research was held among eight school teachers with a purpose to learn what are the teacher`s views about this method of teaching English and whether they believe in the realization of the approach in Uzbek schools context.
In January of this year we organized a seminar for English teachers of primary and secondary schools, where we were planning to inform them about CLIL methodology what is earning a great popularity in European countries. While we were describing the CLIL approach and presenting its principles, some teachers expressed their opinion about the possibility of using this methodology with incredulity. It pushed us to conduct this small scale research aimed to identify the teacher`s attitude to the use of CLIL in Uzbek schools. The qualitative research was held among eight school teachers with a purpose to learn what are the teacher`s views about this method of teaching English and whether they believe in the realization of the approach in Uzbek schools context.
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Riskhulova D.A. | student | Uzbekistan State World Languages University |
| № | Name of reference |
|---|---|
| 1 | 1. Hillyard, S., 2011. First steps in CLIL: Training the teachers. Latin American Journal of Content & Language Integrated Learning, 4(2), pp.1-12. |
| 2 | 2. Coyle, D., 2005. CLIL: Planning tools for teachers. Nottingham: University of Nottingham |
| 3 | 3. Herrarte, D.L. and Beloqui, R.L., 2015. The impact of type of approach (CLIL versus EFL) and methodology (book-based versus project work) on motivation. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (23), pp.41-57 |
| 4 | 4. Pistorio, M.I., 2009. Teacher training and competences for effective CLIL teaching in Argentina. Latin American Journal of Content & Language Integrated Learning, 2(2 |
| 5 | 5. Vilkancienė, L. and Rozgienė, I., 2017. CLIL teacher competences and attitudes. Darnioji daugiakalbystė, 2017, nr. 11, p. 196-218. |