Implementation of Clil at Technical University Focusing on Clil Teacher Profile

Abstract

The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analyzing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students' insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.