English, Russian and Russian English in Russia: CLIL and non-CLIL studentsâ€™ opinion in St. Petersburg

Pavenkova, Maria; Pavenkov, Oleg; Pavenkov, Vladimir

doi:10.21710/rch.v20i0.340

Cited by 1 publication

(1 citation statement)

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“…The obtained data enabled to understand Science teachers' practices in terms of using the CLIL approach in Kazakhstani secondary schools during COVID-19 pandemic that reflected overall positive perceptions of CLIL in a remote learning setting. This contradicted the results of research conducted in Russian universities, where teaching school subjects in English have not met clear support, and it was offered to reduce the amount of English discourse (Pavenkova et al, 2018).…”

Section: Discussionmentioning

confidence: 64%

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

et al. 2022

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A case study was initiated from the perspective of three research questions: 1) CLIL teachers' practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring's (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers' conceptualization of their CLIL practices. The analysis of teachers' reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers' attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers' CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students' interaction during the lessons, and stakeholders' attitudes and perceptions of the approach. The obtained data enables to understand Science teachers' practices in Kuzembayeva et al. / Contemporary Educational Technology, 2022, 14(2), ep362 2 / 11 terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a nontraditional classroom.

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Section: Discussionmentioning

confidence: 64%