Content and Language Integrated Learning (CLIL) refers to teaching of non-linguistic subjects (e.g. mathematics) through an additional language (e.g. English) (Pavezi et al., 2001), (Using Languages, 2000). As the target group of our research are students involved in pre-service teacher education, the article deals with professional competences of the prospective CLIL teachers. Categories of barriers as stated in (Rogers, 1996) form the basis of a research carried out with students of teacher education. They concern anxiety and affective barriers. However, we used different ranking of Rogers’ categories and added some of our own related to both the study content and the broader aspects of the learning environment.
Europe of the past decades can be characterised by unprecedented interest among educational policy-makers in promoting new ways of teaching. In 1995, the European Commission´s White Paper, Teaching and learning - Towards the learning society, stated that „upon completing initial training everyone should be proficient in two Community foreign languages.“ Content and Language Integrated Learning (CLIL) is an excellent way to contribute to this objective, often referred to as plurilingualism. CLIL is perceived as dual-focused education and the educationalists believe that it contributes to the enhancement of thinking processes. It is an innovative approach with holistic features. In some countries it attempts to overcome the restraints of traditional school curricula, and in future it could bring about a shift to curricular integration (Novotná&Hofmannová, 2000).The example about teaching by CLIL
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