scholarly journals Academic Writing: A Discipline or Disciplines?

2021 ◽  
Vol 30 (2) ◽  
pp. 134-143
Author(s):  
I. M. Zashikhina
Keyword(s):  
Academic Writing ◽  
Educational Institutions ◽  
Scientific Article ◽  
Problem Situation ◽  
Specific Product ◽  
University Teachers ◽  
Short Period ◽  
Text Genre ◽  
The Media ◽  
Russian Education

In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.

scholarly journals ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ В УНІВЕРСИТЕТАХ УКРАЇНИ ТА ПОЛЬЩІ ДО РЕАЛІЗАЦІЇ МЕДІАОСВІТИ ДОШКІЛЬНИКІВ

2018 ◽  
Vol 67 (5) ◽  
pp. 264
Author(s):  
Oleksandra I. Yankovych ◽  
Kateryna M. Binytska ◽  
Volodymyr O. Ocheretnyi ◽  
Iryna I. Kuzma
Keyword(s):  
Media Literacy ◽  
School Education ◽  
Media Education ◽  
Educational Institutions ◽  
University Teachers ◽  
Education Improvement ◽  
The Future ◽  
The Media ◽  
Summer Schools ◽  
Experimental Researches

The article provides comparative analysis of the forms, methods, means of the future specialists of pre-school education preparation at the universities of Ukraine and Poland to realization of media education for children and their parents. The achievements of Polish higher educational institutions have been shown: the study of courses “Media Pedagogics”, “Media in Education” the main forms of teaching, these subjects are lectures, practical classes, conversations, master classes; methods –interactive, project, demonstration of films on the formation of media literacy; analysis of media products for the pre-schoolers. The achievements of the Ukrainian pedagogical science have been highlighted, in particular the development of the complex of professionally oriented technologies for the formation of readiness of the future kindergartners for the use of media education. The focus is on the activity of the Academy of Ukrainian Press in forming the readiness of kindergartners, university teachers for media education, in particular organization of summer schools and the publication of the necessary literature. Author’s interpretation of the concept “Media Education in the Establishment of Pre-School Education” has been proposed. The results of experimental researches in Poland and Ukraine have been presented. The necessity of providing system character of media education has been proved. The possibilities of using positive ideas in the field of media education at higher and pre-school educational institutions have been substantiated: the continuous nature of study of topics on the formation of pre-school children media literacy at universities; development of didactic-methodical support of media education; carrying out master-classes on the media topics at pre-school age. The ways of prevention of media threats for children through the organization of parental media education, improvement of training for its implementation have been determined. The necessity to use traditional media, namely books, children’s press together with modern ones has been emphasized. The expediency of studying the experience of national and foreign institutions of pre-school education, which implement individually developed media education programs for children, has been shown. The attention has been focused on the “Preschooler in the Media World” program.

scholarly journals LA ESCRITURA DE UN BUEN ARTÍCULO CIENTÍFICO EN EDUCACIÓN Y EL ENTRENAMIENTO DE PROFESORES UNIVERSITARIOS EN EL DISCURSO ACADÉMICO

PARADIGMA ◽  
2020 ◽  
pp. 222-250
Author(s):  
Adriana Bolívar
Keyword(s):  
Discourse Analysis ◽  
Academic Writing ◽  
Text Structure ◽  
Scientific Article ◽  
Professional Discourse ◽  
University Teachers ◽  
De Se ◽  
America Latina ◽  
Interactional Discourse ◽  
And Training

ResumenDesde que se empezó a difundir ampliamente la investigación sobre el discurso académico y profesional en el mundo de habla hispana (Parodi 2010; Bolívar y Parodi 2015), han ido en aumento los cursos sobre escritura académica para estudiantes universitarios en América Latina. No obstante, los profesores en el campo de la educación encuentran dificultades para escribir y publicar artículos científicos en revistas indizadas. El objetivo de este artículo es mostrar la complejidad de un proceso que abarca en la teoría varios planos: a) la definición de artículo científico, b) los tipos de textos que aceptan las revistas como productos de la investigación científica, c) las tradiciones discursivas en educación, y d) las estrategias de los investigadores para cumplir con el requisito de escribir un buen artículo científico. Nos remitimos a la experiencia llevada a cabo con profesores de Universidades y Escuelas Normales mexicanas en cursos y talleres sobre la escritura del artículo científico en educación. Para explicar el problema usamos como referencia teórica el análisis interaccional del discurso (AID) (Bolívar 2005a, 2007) y damos especial atención a los conceptos de género discursivo, estructura textual y estrategias discursivas. Los ejemplos se toman de un corpus de artículos de revistas de educación usados en los talleres. Se señalan aspectos discursivos y lingüísticos y las opciones que tienen los docentes para publicar artículos de investigación rigurosos y bien escritos. Se llama la atención sobre la necesidad de fomentar en los talleres la escritura de artículos científicos con investigaciones terminadas y de promover la escritura de otros textos que cubren las distintas etapas de la investigación.Palabras clave: Artículo Científico. Educación. Talleres. Análisis del Discurso. Discurso Académico. Escritura Académica.A escritura de um bom artigo cientifico na Educaçao e o entreinamento em discurso acadêmico de professores universitáriosResumoDesde que se iniciou a difundir amplamente a pesquisa sobre o discurso acadêmico-profissional no mundo de fala hispánica (Parodi 2010; Bolívar y Parodi 2015), hão aumentado os cursos sobre escrita acadêmica voltada para estudantes universitários na América Latina. Não obstante, no campo da educação, profesores/pesquisadores encontram dificuldades para escrever e publicar artígos científicos em revistas indexadas. O objetivo deste artigo é mostrar a complexidade de um processo que abarca, na teoría, vários planos: a) a definição de artígo científico; b) os tipos de textos que as revistas aceitam como produtos de investigação científica; c) as tradições discursivas na educação e d) as estratégias dos pesquisadores para cumprir com o requisito de escrever um bom artigo científico. Balizamo-nos, aquí, na experiência levada a cabo junto a profesores de universidades e Escolas Normais mexicanas em cursos e oficinas sobre a escritura de arttigo científico na educación. Para explicar o problema, utilizamos como referencial teórico a análise interacional do discurso (AID) (Bolívar 2005a, 2007) e dedicamos especial atenção aos conceitos de gênero discursivo, estrutura textual e estratégias discursivas. Os exemplos são tomados de un corpus de artigos de revistas de educação, utilizados nas oficinas. Problemas linguísticos e discursivos são levantados, além de opções que têm os docentes para publicar artigos de investigação, rigorosos e bem elaborados. Apontamos, ao final, a necessidade de se fomentar, nas oficinas, a produção de artigos científicos resultantes de pesquisas concluídas e de se promover a escritura de outros textos que cobren as distintas etapas da investigação.Palavras-chaves: Artigo Científico. Educação. Oficinas. Análise de Discurso. Discurso Acadêmico. Escritura Acadêmica.Writing a good scientific article in Education and training university teachers in academic discourseAbstractSince the research on academic and professional discourse began to spread widely in the Hispanic world (Parodi 2010; Bolívar y Parodi 2015), courses for university students aimed at promoting academic writing in various disciplines have continued to grow. However, one of the problems that teachers/researchers in education point out is the difficulty they have to write scientific articles for indexed Journals. In this paper I focus on the experience carried out with teachers in Mexican universities and Escuela Normales in courses and workshops on the writing of a scientific article in Education. The objective is to show the complexity of a process that touches upon several dimensions: a) how a scientific article is conceived, b) the types of texts that are are accepted by Education Journals as products of scientific research, c) discursive traditions in Education, d) the strategies researchers use to comply with the requirements for writing a scientific article. We focus on the experience with teachers from universities and Escuelas Normales in México in courses and workshops on the writing of a scientific article in Education. In order to explain the problem, Interactional discourse analysis (IDA) (Bolívar 2005a, 2007) is used as a theoretical framework with attention to the concepts of discourse genre, text structure and discourse strategy. The examples are taken from a corpus of Journals in education. Linguistic and discursive problems are higlighted and the options teachers have for producing rigorous and well written research articles are given. We conclude with the need to promote the writing of articles on finished research projects and with writing other texts that cover the various stages of a research project.Keywords: Scientific Article. Education. Workshops. Discourse Analysis. Academic Discourse. Academic writing.

scholarly journals LA ESCRITURA DE UN BUEN ARTÍCULO CIENTÍFICO EN EDUCACIÓN Y EL ENTRENAMIENTO DE PROFESORES UNIVERSITARIOS EN EL DISCURSO ACADÉMICO

PARADIGMA ◽  
2020 ◽  
pp. 222-250
Author(s):  
Adriana Bolívar
Keyword(s):  
Discourse Analysis ◽  
Academic Writing ◽  
Text Structure ◽  
Scientific Article ◽  
Professional Discourse ◽  
University Teachers ◽  
De Se ◽  
America Latina ◽  
Interactional Discourse ◽  
And Training

ResumenDesde que se empezó a difundir ampliamente la investigación sobre el discurso académico y profesional en el mundo de habla hispana (Parodi 2010; Bolívar y Parodi 2015), han ido en aumento los cursos sobre escritura académica para estudiantes universitarios en América Latina. No obstante, los profesores en el campo de la educación encuentran dificultades para escribir y publicar artículos científicos en revistas indizadas. El objetivo de este artículo es mostrar la complejidad de un proceso que abarca en la teoría varios planos: a) la definición de artículo científico, b) los tipos de textos que aceptan las revistas como productos de la investigación científica, c) las tradiciones discursivas en educación, y d) las estrategias de los investigadores para cumplir con el requisito de escribir un buen artículo científico. Nos remitimos a la experiencia llevada a cabo con profesores de Universidades y Escuelas Normales mexicanas en cursos y talleres sobre la escritura del artículo científico en educación. Para explicar el problema usamos como referencia teórica el análisis interaccional del discurso (AID) (Bolívar 2005a, 2007) y damos especial atención a los conceptos de género discursivo, estructura textual y estrategias discursivas. Los ejemplos se toman de un corpus de artículos de revistas de educación usados en los talleres. Se señalan aspectos discursivos y lingüísticos y las opciones que tienen los docentes para publicar artículos de investigación rigurosos y bien escritos. Se llama la atención sobre la necesidad de fomentar en los talleres la escritura de artículos científicos con investigaciones terminadas y de promover la escritura de otros textos que cubren las distintas etapas de la investigación.Palabras clave: Artículo Científico. Educación. Talleres. Análisis del Discurso. Discurso Académico. Escritura Académica.A escritura de um bom artigo cientifico na Educaçao e o entreinamento em discurso acadêmico de professores universitáriosResumoDesde que se iniciou a difundir amplamente a pesquisa sobre o discurso acadêmico-profissional no mundo de fala hispánica (Parodi 2010; Bolívar y Parodi 2015), hão aumentado os cursos sobre escrita acadêmica voltada para estudantes universitários na América Latina. Não obstante, no campo da educação, profesores/pesquisadores encontram dificuldades para escrever e publicar artígos científicos em revistas indexadas. O objetivo deste artigo é mostrar a complexidade de um processo que abarca, na teoría, vários planos: a) a definição de artígo científico; b) os tipos de textos que as revistas aceitam como produtos de investigação científica; c) as tradições discursivas na educação e d) as estratégias dos pesquisadores para cumprir com o requisito de escrever um bom artigo científico. Balizamo-nos, aquí, na experiência levada a cabo junto a profesores de universidades e Escolas Normais mexicanas em cursos e oficinas sobre a escritura de arttigo científico na educación. Para explicar o problema, utilizamos como referencial teórico a análise interacional do discurso (AID) (Bolívar 2005a, 2007) e dedicamos especial atenção aos conceitos de gênero discursivo, estrutura textual e estratégias discursivas. Os exemplos são tomados de un corpus de artigos de revistas de educação, utilizados nas oficinas. Problemas linguísticos e discursivos são levantados, além de opções que têm os docentes para publicar artigos de investigação, rigorosos e bem elaborados. Apontamos, ao final, a necessidade de se fomentar, nas oficinas, a produção de artigos científicos resultantes de pesquisas concluídas e de se promover a escritura de outros textos que cobren as distintas etapas da investigação.Palavras-chaves: Artigo Científico. Educação. Oficinas. Análise de Discurso. Discurso Acadêmico. Escritura Acadêmica.Writing a good scientific article in Education and training university teachers in academic discourseAbstractSince the research on academic and professional discourse began to spread widely in the Hispanic world (Parodi 2010; Bolívar y Parodi 2015), courses for university students aimed at promoting academic writing in various disciplines have continued to grow. However, one of the problems that teachers/researchers in education point out is the difficulty they have to write scientific articles for indexed Journals. In this paper I focus on the experience carried out with teachers in Mexican universities and Escuela Normales in courses and workshops on the writing of a scientific article in Education. The objective is to show the complexity of a process that touches upon several dimensions: a) how a scientific article is conceived, b) the types of texts that are are accepted by Education Journals as products of scientific research, c) discursive traditions in Education, d) the strategies researchers use to comply with the requirements for writing a scientific article. We focus on the experience with teachers from universities and Escuelas Normales in México in courses and workshops on the writing of a scientific article in Education. In order to explain the problem, Interactional discourse analysis (IDA) (Bolívar 2005a, 2007) is used as a theoretical framework with attention to the concepts of discourse genre, text structure and discourse strategy. The examples are taken from a corpus of Journals in education. Linguistic and discursive problems are higlighted and the options teachers have for producing rigorous and well written research articles are given. We conclude with the need to promote the writing of articles on finished research projects and with writing other texts that cover the various stages of a research project.Keywords: Scientific Article. Education. Workshops. Discourse Analysis. Academic Discourse. Academic writing.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

CODIFICATION PROBLEMS OF NECESSARY DEFENSE AFFECTING ITS IMPLEMENTATION

2020 ◽  
Vol 10 (3) ◽  
pp. 155-163
Author(s):  
PETRUSHENKOV ALEXANDR ◽  
Keyword(s):  
Russian Federation ◽  
Criminal Law ◽  
Criminal Code ◽  
Educational Institutions ◽  
Scientific Article ◽  
Teaching Staff ◽  
Self Defense ◽  
Special Part ◽  
The Russian Federation ◽  
Legislative Activities

Objectives. The goal of scholarly research is to develop proposals for amendments in criminal law General and Special part of Criminal code of the Russian Federation governing self-defense. The scientific article identifies legislative gaps and contradictions that hinder the effective implementation of the necessary defense and require prompt solutions. Methods. The article analyzes such concepts as “self-defense”, “public assault”, “excess of limits of necessary defense”, “violation of the conditions of lawfulness of necessary defense”, “surprise assault”, “rights defending or other persons, interests of the state”. The use of logical and comparative legal methods allowed us to develop proposals for making changes to the criminal law norms that establish the necessary defense. Conclusions. The article shows the conflicts and gaps legislative recognition of self-defense and, in this regard, the complexity of its implementation in the articles of the Special part of the Criminal code of the Russian Federation and practical application. Changes are proposed to the criminal law norms regulating the necessary defense, both in the General and in the Special part of the Criminal code of the Russian Federation. Sense. The content of the scientific article can be used by the teaching staff of higher educational institutions when teaching the course “Criminal law”. The results of the work can be useful to persons who carry out legislative activities in the field of criminal law. The leitmotif of the article can be used in the preparation of dissertation research.

SINERGI ANTARA TRIPUSAT PENDIDIKAN ISLAM DI KECAMATAN NONGGUNONG KABUPATEN SUMENEP

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Zainol Huda
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Islamic Education ◽  
Report Cards ◽  
Educational Institutions ◽  
Before And After ◽  
New Students ◽  
The Media ◽  
Three Components

The responsibility of Islamic education cannot be carried out unilaterally. Ki Hajar Dewantara stated that it requires the cooperation of three components which called as tripusat pendidikan education (center of three in education), they are families, educational institutions, and society. Those three components are one unit and complement each other. This is what happened at MTs Zainur Ridla (Islamic Junior High School Zainur Ridla) and MTs. Bustanul Ulum (Islamic Junior High School Bustanul Ulum), both of them are in Nonggunong District, Sumenep Regency. The findings in this research indicate that student’s guardians in MTs Zainur Ridla and MTs Bustanul Ulum Nonggunong have awareness about the responsibility of Islamic education. Second, all teacher councils in those two Islamic Junior High School stated that educating responsibility was on their control with habituation for their students in the form of reciting Shalawat Nariyah, reciting short surahs before the lesson began, praying before and after the lesson, shaking hands with teacher councils when coming and going home. Third, the participation of the society in realizing the responsibility of Islamic education through the media and the tradition of Kompolan. Fourth, the pattern of cooperation between madrasah (school) and student’s guardians in the form of: Home visits, inviting student’s guardians, forming madrasah supporting body, and report cards. While the pattern of cooperation between madrasah and society is their involvement in PHBI (Commemoration Islamic Feast Day) activities, their involvement in camp activities, their involvement in accepting new students, and their involvement in enforcing the discipline and regulations at madrasah.

Mediatizing Sex

2019 ◽  
Author(s):  
Crispin Thurlow
Keyword(s):  
New Media ◽  
Academic Writing ◽  
Lived Experiences ◽  
Digital Technologies ◽  
Communicative Practices ◽  
Digital Discourse ◽  
The Media ◽  
The Relationship

This chapter focuses on sex/uality in the context of so-called new media and, specifically, digital discourse: technologically mediated linguistic or communicative practices, and mediatized representations of these practices. To help think through the relationship among sex, discourse, and (new) media, the discussion focuses on sexting and two instances of sexting “scandals” in the news. Against this backdrop, the chapter sets out four persistent binaries that typically shape public and academic writing about sex/uality and especially digital sex/uality: new-old, mediation-mediatization, private/real-public/fake, and personal-political. These either-or approaches are problematic, because they no longer account for the practical realities and lived experiences of both sex and media. Scholars interested in digital sex/uality are advised to adopt a “both-and” approach in which media (i.e., digital technologies and The Media) both create pleasurable, potentially liberating opportunities to use our bodies (sexually or otherwise) and simultaneously thwart us, shame us, or shut us down. In this sense, there is nothing that is really “new” after all.

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

A Study on the Prevalence and Nature of Ragging Practices in Selected Educational Institutions in India

2018 ◽  
Vol 15 (2) ◽  
pp. 187-202
Author(s):  
Mohan Rao ◽  
Shobna Sonpar ◽  
Amit Sen ◽  
Shekhar P. Seshadri ◽  
Harsh Agarwal ◽  
...  
Keyword(s):  
Empirical Data ◽  
Print Media ◽  
Institutional Factors ◽  
Educational Institutions ◽  
Critical Factors ◽  
Place Of Residence ◽  
The Media ◽  
Media Reports

Ragging has claimed hundreds of innocent lives and has ruined the careers of thousands of students. A total of 717 cases of ragging were reported in the English print media alone across the country from January 2007 to September 2013. However, the media reports tend to focus on extreme cases and do not reveal the true extent of ragging. Moreover, in the absence of empirical data, it is difficult to understand the processes involved in, and the ramifications of, ragging. This study examines the prevalence and types of ragging practices in educational institutions. The study covered 10,632 students from 37 educational institutions spread across 12 states in India. Findings show that almost 40 per cent students admitted to having experienced some kind of ragging. College-wise analysis of the results showed marked variations in the prevalence of ragging among colleges, thus pointing to the role of institutional factors in the occurrence of ragging. Variations in responses are also seen based on the kind of course pursued, gender, and place of residence of student, thus indicating that these are critical factors in influencing the prevalence, severity and kinds of ragging practices.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

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