CONDITIONS FOR FORMATION OF DISCURSIVE COMPETENCE OF FUTURE CLIL TEACHERS: FORESIGHT METHOD IN EDUCATION

Abstract

The article presents the results of a study of the formation of discursive competence of a future CLIL teacher based on the foresight method, as well as results describing the levels of its development in the test and control groups. The authors emphasize the importance and necessity of creating conditions for the formation of discursive competence of the future CLIL teacher, which is determined by its significance as one of the key components of intercultural communication. The conditions under which the formation of discursive competence will occur most effectively are identified and described: pedagogical conditions: the use of gamification techniques as a means of increasing motivation to study subjects in a foreign language; dialogization of the educational process; availability of methodological materials: “Methodological recommendations for developing the discursive competence of a future CLIL teacher”, as well as “Glossary of CLIL teacher terms (terminological collection)”; organizational and methodological conditions: teaching technologies, project activities, problem-based learning, analysis of specific situations (case analysis); methods and forms of training: frontal group paired individual practical training; teaching aids: audiovisual aids, educational and methodological support, technical aids. The purpose of the study was to theoretically substantiate and experimentally test the effectiveness of pedagogical conditions for the formation of discursive competence of a future CLIL teacher. The participants of the experiment are future CLIL teachers (71 2nd year pedagogical students) of the natural sciences and mathematical majors.