Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
Content language integrated learning (CLIL)
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Pedagogika 1,2021
| Content language integrated learning (CLIL)
in Kazakhstan primary and secondary education Recently CLIL has also been taken in language education in primary, secondary and tertiary levels in Asian countries [6;1]. Kazakhstan is the first Central Asian country to introduce the CLIL approach for using three different languages as a medium of instruction for different content subjects as part of an ambitious national language-in-education policy. The first president of Kazakhstan, Nursultan Nazarbayev always supports trilingual education. His purpose was to produce Kazakh people with the proper of selecting the living place, multilingual and multicultural likewise the knowledge and skills in science or to be ready to world education system, equally with the people of the advanced countries of the world to make a personality which will be traced back to knowledge. The CLIL approach can be the decision that integrates the content of the curriculum and teaching in a foreign language according to the Kazakhstan strategy - 2050 the trilingual policy which is emphasized equal acquisition of the third English language in the multilingual country. A foreign language is taught from the 1st class in Kazakhstan. Thus, we can apply the CLIL approach in primary education. Students are educated, enlighten Implementing CLIL in teaching and teacher’s readiness to CLIL 45 № 1(134)/2021 ВЕСТНИК Евразийского национального университета имени Л.Н. Гумилева. Серия Педагогика. Психология. Социология BULLETIN of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series L.Ye. Yegizbayeva, S.S.Seitenova, M.K.Zhazykova and motivated as well as developed in English foreign language (EFL) skills by CLIL approach. CLIL does not only break the traditional monotony but also motivates the students of the target language. Applying the CLIL in primary classrooms can broaden a child’s background and conceptual mapping, develop brain and learning and cognitive skills involved in subject learning. For instance, in a Mathematic lesson, children are taught how to say the numerals in English, basic commands are taught in Physical Education etc. As Mehisto, Marsh and Frigols said that “language showers are primarily intended for students aged between four and ten years old, who receive between 30 minutes and one hour of exposure per day. This includes the use of games, songs, many visuals, realia, handling of objects and movement. Teachers usually speak almost entirely in the CLIL language. Routines are developed and considerable repetition is used so students know what to expect. This creates sense of security, lowers anxiety and boosts learning” [7;13], we should develop CLIL language slowly. In Kazakhstan, only certain schools as Kazakh Turkish Lyceums (KTL), state trilingual schools and Nazarbayev Intellectual Schools (NIS) were the first who tried various methods to teach Kazakh through the content of social science subjects, such as Geography and History. For example, NIS schools launched CLIL subjects which are instructed in Kazakh, Russian and English (NIS, 2014). Geography, History of Kazakhstan, Kazakhstan in the Modern World and Law Essentials are among subjects that integrate the content and language in Kazakh using the CLIL approach [8;2]. Today, in Kazakhstan, primary school teachers use the CLIL method elements in their subject to motivate learners’ interest and in secondary school some subjects as the History of Kazakhstan, Chemistry, Biology, Physics and IT disciplines are taught in English. Many scientific research works have shown that implementation of the CLIL approach to education system is good in understanding other subject than traditional way of teaching because learners can search information on subject widely in English language in internet and do research as well as brain’s potential will be enhanced. жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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