Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
жүктеу/скачать 3,76 Mb. Pdf көрінісі
|
Pedagogika 1,2021
| Methodology
There are reviewed articles and works on the (CLIL) which written about its implementation and problems in primary and secondary schools on applying the CLIL approach in education process. The article reveals many challenges on the CLIL implementation. For example, to implement the CLIL approach in school is considered a difficult task because of the deficiency of the subject teachers with foreign language therefore teachers who teach their subject through a second or foreign language in the CLIL classes mostly waste their time with translating materials on subject. Also it is led to the discovery that educators saw themselves as content teacher and language teacher. This reticence was found even in educators’ unwillingness on integrating instructional materials used in science or language classes. Problems of the CLIL teachers were the English language proficiency level and lack of the CLIL materials as well as collaboration between language teachers and content teachers. One more problem which I have understood is scaffolding in the CLIL. The CLIL educators need to scaffold their student to comprehend material, but educators use limited strategies of scaffolding to help students in completing the task. Scaffolding enhances learning and aid in the mastery of the task, understanding new concepts and developing new skills in a faster way as well as develops higher order thinking (HOT) skills and problem-solving skills of students. жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
|