Instructional design of mathematics and language integrated learning (MLIL) for future Mathematics teachers

This article focuses on the problem of Mathematics and English Integrated Learning (MLIL) by future teachers. Our literature review shows a variety aspects that scientists consider when studying MLIL model. However, previous researches did not appropriate learning materials (LM) for in detail. The paper results two conducted surveys students majoring Secondary Education (Mathematics) Ukraine (82 32 participants, respectively). They helped us to make conclusion about: importance integrated both mathematical language students’ competence; syllabus elements reflecting linguistic components goals, objectives, expected outcomes; necessity content be consistent with current needs students; using different means scaffolding, particular opportunities ICT.