Conclusion
Using Content language integrated learning
(СLIL) approach in classroom is great motivation
for teachers and learners in learning content and
language. Unfortunately, previous primary and
secondary in-service teachers in Kazakhstan
were not trained at the University on CLIL
methodology. CLIL lessons in regular schools are
conducted only by teachers who have experience
or have special training on CLIL by themselves
or attended CLIL courses organized by CLIL
trainers and who are fluent in English. In 2017,
12,000 teachers were taught how to teach their
subject in English organized by the Ministry
of Education and Science of the Republic of
Kazakhstan.
To conclude, the content language integrated
learning approach needs developing in primary
and secondary education. If learning content
through languages has been practicing in
Kazakhstani tertiary education, for secondary
schools it still needs developing and determining
ways of launching [14;1]. CLIL implementation in
primary and secondary education process is not
easy and it takes a long time to put into practice.
Therefore, future teachers should receive specific
methodological training, which can provide
them with solid knowledge on theoretical and
practical CLIL principles [15;20].
To launch the CLIL approach in primary
school, tertiary education should prepare pre-
service teachers for CLIL approach; develop
their intensive foreign language knowledge
and content knowledge according to syllabus
contents as well as CLIL methodology (the
use of graphic organizers, Bloom’s taxonomy,
Cummins’s BICS and CALP). For example, Dutch
universities offer CLIL courses where students as
well as Master students obtain training on CLIL
methodology and participate in CLIL teaching
internships. After CLIL lessons, students will
have desire to learn something new and design
lesson materials. However, due to lack of teacher
who can create CLIL classes for the students
studying at the Primary Teaching Degree, it
is problematic to apply it in teaching process.
Academic staff working at the Primary Teaching
Degree is not sure to conduct CLIL classes. Some
teachers may have good command of English
but they are not sure to conduct it, and some of
them have no sufficient linguistic competence
to deliver academic subject in English. Subject
teachers with foreign language knowledge are
L.Ye. Yegizbayeva, S.S.Seitenova, M.K.Zhazykova
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Л.Н. Гумилев атындағы Еуразия ұлттық университетінің ХАБАРШЫСЫ.
Педагогика. Психология. Әлеуметтану сериясы
ISSN: 2616-6895, eISSN: 2663-2497
needed to apply CLIL approach, unfortunately,
the large number of educators are unable to meet
this requirement because many subject teachers
are untrained basically in a foreign language. One
of solution to this issue is co-teaching, in which
language teachers read certain modules of certain
disciplines in the curricula. Punwalai Kewara
and Denchai Prabjandee pointed out in their
research that to produce CLIL educators, a clear
concept should be shared by the stakeholders
from the administration level to the classroom
level. Also, official pre-service programs where
content teachers can use to prepare themselves
as CLIL teachers and in-service teacher training
programs that can serve teachers’ needs
are in constant need. A framework for the
professional development of CLIL teachers in
the Thai context should be developed [16;96].
As Thailand, we should develop pre-service
teacher training programs with theoretical and
practical aspects of CLIL and train them for
CLIL rather they will be CLIL educator or not.
In particular, students studying at the Primary
Teaching Degree know and understand the
importance of English language that English is
anyway needed language for their future life in
globalized world. Not only students should have
interest in English, but also universities should
also have interest in internationalization of their
programmes and degrees. Nowadays, teacher
should be competitive who can use innovative
methods in future teaching process and develop
new skills as well as scaffolding in CLIL.
With scaffolding educators can do interesting
lessons and involve every student in learning
by breaking up into chunks and providing a
concrete structure for each. Mariya Leshchenko.,
Yuliana Lavrysh., Kateryna Halatsyn believe that
CLIL brings a lot of innovations into universities:
rethinking of traditional language learning
strategies, transformations in conducting field-
related lectures, changes in students‘ attitude
towards language and content learning,
facilitation of students‘ autonomy, metacognitive
students‘ skills development, enhancing
teachers continuous professional development.
Nevertheless, a lot of work should be done so
that CLIL will become sustainable and traditional
approach to foreign language learning [17;24].
Students of the Primary Teaching Department
are not trained on CLIL at the K. Zhubanov
Aktobe Regional University. They study English
language as foreign language discipline in the 1st
year and professional-oriented foreign language
in 3rd year. But in these English lessons, students
are not trained methodologically in teaching
subjects in English. The CLIL is applied only
in Natural Science, Information Technology,
Mathematics and Physics departments.
Especially, the roles of English in higher
education have changed from “subject” in esp
courses to “tool” in eMI settings, and “subject,
tool and mediator” in CLIL programmes
[18;297]. However, in future we may achieve
the CLIL instruction on pre-service teacher
development through implementing trajectory
aimed at teaching 50% Primary Teaching
Degree disciplines in Kazakh, 20% disciplines
in Russian and 30% disciplines in English and
get an early implementation of CLIL approach
in primary education in order to develop
primary schoolchildren’s foreign language skills,
sensitizing them even deeper on different issues,
and educating them for being active in lessons
and responsible person. Nevertheless, different
scholars have argued in favor of an early
implementation, which can provide learners
with more communication and interaction
opportunities from a younger age and because
primary school teachers can take advantage
of the different subjects, they teach to establish
interconnections [19;140]. Early implementation
can provide primary schoolchildren with more
motivation in learning from a younger age and
also primary and secondary school teachers
may have opportunity to integrate the different
subjects, they teach to establish interconnections.
Pre-service teachers won’t need any courses
on language acquisition and CLIL knowledge
in teaching after graduation if we start now to
train them on CLIL methodology. Then we can
implement CLIL successfully in primary schools.
Implementing CLIL in teaching and teacher’s readiness to CLIL
49
№ 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
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