Ways of forming a multilingual competence of a chemistry teacher

Abstract

The article discusses effective ways to form multilingual competence of a chemistry teacher in conditions of mixed learning. The emphasis is on the search and justification of methodological approaches that contribute to the assimilation of the complex but interesting content of chemistry not only in the native language, but also in Russian and English. The purpose of the study is to develop and propose innovative teaching methods that ensure the integration of languages into the process of teaching chemistry. The work presents and describes such methodological methods as chemical labyrinth, identify an unknown substance, the game chemical dictionary, the encrypted sentence method, as well as the scaffolding strategy, which is one of the main components of the CLIL approach. The chemical labyrinth method is used when working with text and is aimed at developing skills in understanding and analyzing content in several languages. The scaffolding strategy, based on the concept of the near Development Zone, provides for phased support of students in order to achieve independence in the performance of educational tasks, which contributes to the development of their knowledge, skills and cognitive skills. The effectiveness of the encrypted sentence  method is manifested in the fact that students take a meaningful approach to the construction of words, focusing on the meaning of each word, which contributes to a better understanding and memorization of the vocabulary. The article also provides practical recommendations on the use of these methods at different stages of the chemistry lesson in the integration of English, which will increase the level of formation of multilingual competence of students and the quality of teaching.