Abstract:

Teachers of English trained at the National University of Education (UNAE) in Ecuador must graduate with a C1 level of communicative competence and they have to develop the professional competencies that characterize a twenty first century foreign language teacher during their teaching practice. For these purposes, most of the subjects from the first to the last term of their learning program are taught in English and Content and Language Integrated Learning (CLIL) and Flipped learning are two pedagogical approaches of choice to achieve this goal. Thus, the use of Flipped learning and CLIL in the training process of these future teachers is the object of study of this research and the overall aim is to propose a methodological tool to develop the required level of communicative competence in English together with the desired professional competencies. A qualitative approach using intervention strategy was used to accomplish the declared goal. The authors followed an action research process to elaborate and propose the tool. To reach the overall aim, the authors propose a methodological tool to use Flipped learning and CLIL to teach the contents of the teaching practice related subjects to the future teachers of English at UNAE.

Keywords:

Flipped learning, CLIL, C1 level of English, professional competencies.