Experience of CLIL in the natural science disciplines in Kazakhstan’s schools

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Published: May 30, 2022
DOI: https://doi.org/10.18844/cjes.v17i5.7334

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Aygerim Konyssova
Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Kalipa Atemova
L.N. Gumilyov Eurasian National University, Department Of Social Pedagogics and Self-Knowledge, Nur-Sultan, Kazakhstan
Selime Chakanova
Khoja Akhmet Yassawi International Kazakh-Turkish University, World languages Department, Turkistan, Kazakhstan
Ashikbayeva Gulmira
Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan, Turkistan, Kazakhstan
Saltanat Konyssova
Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Gulnaz Konkabayeva
Kazakhstan State Pedagogical University, Department of Russian Language and Literature, Shymkent, Kazakhstan

Abstract

Science, technology, engineering, and mathematics (STEM) subjects are taught in English through the use of the CLIL approach following trilingual education that has been implemented in several pilot schools since 2007. In the Kazakhstani background, however, the CLIL approach is still in its infancy, and little is known about the views of stakeholders that can be useful for understanding its current condition and for effective adoption. The present study aimed to explore the attitudes and perceptions of the students of the CLIL approach in one of the trilingual schools. The study used a mixed approach to the design of case studies and semi-structured interviews and questionnaires as tools for data collection. Nine teachers participated in one-on-one interviews and a total of 53 school teachers (39 women and 14 men aged 20-60) participated in the survey. The study showed that students are primarily positive about the CLIL approach.


Keywords: CLIL technology; English; integrated learning; natural sciences; teachers.

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How to Cite
Konyssova, A. ., Atemova, K., Chakanova, S., Gulmira, A., Konyssova, S., & Konkabayeva, G. (2022). Experience of CLIL in the natural science disciplines in Kazakhstan’s schools. Cypriot Journal of Educational Sciences, 17(5), 1588–1602. https://doi.org/10.18844/cjes.v17i5.7334
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Vol. 17 No. 5 (2022): May
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Articles
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