Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
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Pedagogika 1,2021
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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 48 № 1(134)/2021 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 жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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