As a future foreign language teacher, I recognize that my work cannot focus solely on teaching grammar or vocabulary. Science and language can be combined to help students better express themselves and understand issues that affect their daily lives. I believe that promoting science education in the classroom, even through English, is a way to contribute to a more critical and educated society.

I find this approach very useful for modern teaching. Students often lose interest in English because they don't see its real usefulness. Using it to learn science, for example, demonstrates that language is a practical tool. As a teacher, I am very interested in applying CLIL because it represents a bridge between languages ​​and knowledge of the world.

 I really like this structure because it connects with the values ​​I want to cultivate in my teaching practice. I don't want my students to memorize vocabulary lists, but rather to be able to think and communicate in English. Furthermore, by including the cultural dimension, CLIL opens the door to intercultural understanding, which is essential in a diverse world like ours.

This way of teaching seems ideal for motivating students. When they learn English through scientific topics, they are confronted with real-life situations, which generates more interest than a traditional textbook-based approach. Furthermore, this type of teaching promotes teamwork and critical thinking, two skills I want to foster in my future classes.

Although the challenges are obvious, I believe they are worth it. As a future teacher, I must be willing to step out of my comfort zone and continually prepare myself. The CLIL approach motivates me because it challenges me to think outside the box, collaborate with colleagues from other areas, and design lessons that connect the language with topics relevant to students.

I realize that teaching under this approach requires ongoing preparation. As a future teacher, I am motivated by the idea of ​​being more than a transmitter of information: I want to be a mediator who connects language with knowledge of the world. This vision of the teacher's role helps me understand the responsibility I have as a language educator in interdisciplinary contexts.

I find this assessment approach more fair and comprehensive. It evaluates the student as a whole, not just for memorization. As a preservice teacher, this inspires me to seek more humane, flexible, and consistent strategies for learning objectives. I would like to implement rubrics that integrate content and language and allow for real feedback, not just grades.

I consider this type of reading to be fundamental to my training as a future foreign language teacher, as it provides me with theoretical and practical tools to better integrate language with other areas of knowledge. Furthermore, it inspires me to continue preparing myself with commitment and curiosity, as education requires constant updating, creativity, and sensitivity. Ultimately, this article not only taught me about science or methodologies, but also reinforced my conviction that teaching well also means learning to transform realities.