The formation of the discursive competence of future CLIL teacher: components aspect
Формування дискурсивної компетентності майбутнього вчителя CLIL: компонентний аспект
Assanova A. Solovyova N. Segizbayeva K. Evdokimova O. Radchenko T.
2024Uzhhorod National University
Scientific Herald of Uzhhorod University. Series Physics
2024Issue 551101 - 1112 pp.
Relevance. The authors consider the essence of the discursive competence of the future CLIL (content and language integrated learning) teacher. Purpose. The main goal of the discursive competence is based on the idea of acquiring and mastering speech skills and the ability to use a foreign language correctly in situations of professional communication. Due to the discursive competence, the future CLIL teacher activates his pedagogical subjectivity and becomes a determinant of his professional and social development. Methodology. The authors note that the successful development of the discursive competence is due to the use of various methods aimed at developing knowledge and skills not only for editing and creating written texts, but also for participating in their oral multilateral discussions. Results. Distinctive features of the discursive competence of the future CLIL teacher are sociality, unity, value orientation, the ability to carry out a dialogue, integrativity, dynamism, problematicness, continuity, practicality, and consistency. Conclusions. The results of the study showed that most students speak English at an elementary level, which may, in turn, affect the inability to build discourses in a foreign language. In this regard, the development of communication skills in these students, the ability to speak in a foreign language is becoming as an important aspect. Copyright
CLIL teacher , development , discourse , foreign language , language learning
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A. Baitursynov Kostanay Regional University, 118 Tauelsizdik Str., Kostanay, 110000, Kazakhstan
A. Baitursynov Kostanay Regional University
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