Abstract
This study maps the attitudes of Mathematics teacher trainees towards Content and Language Integrated Learning (CLIL), and showcases how a specific educational approach in teacher training for CLIL can influence them. When CLIL methodology is taught as a mandatory course, the trainees' affective barriers to CLIL need to be dealt with.
This article illustrates the initial affective strain from the teacher trainees in a mandatory CLIL didactics course: most are initially sceptical about the feasibility of mathematics and language integration and express concerns about their (didactic and linguistic) aptitude. Data from two consecutive years of the mandatory CLIL course is presented, illustrating how a change in syllabus influenced the teacher trainees' attitudes towards CLIL.