فعالية استخدام مدخل التعلم القائم على التكامل بين المحتوى و اللغة (CLIL)‎ في تنمية بعض كفايات تدريس العلوم باللغة الإنجليزية و خفض قلق التدريس لدى الطلاب المعلمين

Abstract EN

Content and Language Integrated Learning (CLIL) represents one of the most common ways of preparing graduates for future practical life and the labour market.

CLIL has spread in all levels of educational institutions throughout European countries that do not speak English, as well as in East Asian countries, and some Arab countries in order to achieve the educational goals pursued by these institutions.

The current research aimed at revealing the effectiveness of CLIL approach in developing student teachers' competencies of teaching science in English, and reducing their teaching anxiety.

The research group consisted of (30) student teachers in the primary education division, who enrolled in a training course called "teaching science in English" run at the Faculty of Education, Beni-Suef University.

The research used the descriptive and quasi experimental methodology with a pre- and post-test treatment group.

Data were collected using an observation schedule of teaching science in English and a teaching anxiety scale.

The statistical treatment, which included measuring mean, standard deviation, percentage, and T- test, showed development of student teachers' competencies of teaching science in English.

Although the research results showed the effectiveness of (CLIL) approach in reducing the student teachers' anxiety about teaching science in English, the statistical treatment using Pearson correlation coefficient revealed a weak positive correlation between their competencies of teaching science in English and teaching anxiety.

Based on the research findings some recommendations related to preparing science teachers for teaching in English were suggested.