The model of CLIL teacher training and retraining center in the content of multilingual education

Abstract

This article is devoted to CLIL model (Content and Language Integrated Learning) in Kazakhstani school system and experience of training as well as retraining center in the content of multilingual education. The purpose of the article is to discuss the experience of CLIL teachers in the implementation of CLIL approach via teaching methods and techniques. At present, secondary schools have a number of problems in implementing content and language integrated learning (CLIL) such as the level of proficiency in a foreign language among subject teachers and lack of methodological competence. In conclusion, teaching staff face a few problems that require finding effective ways to prepare and design teaching materials for the CLIL class.

Physical Education and English learning: perceptions of students participating in a CLIL program

“…This method was introduced in each of the sessions of this intervention and although it was difficult to achieve in all the sessions, this Verbal Scaffolding was achieved satisfactorily in most of the proposed tasks. In this type of methodological approach for the acquisition of language through physical exercise, it is important the behavior and predisposition of the students (Ayapova et al, 2021). In addition, it is relevant to have a logical and organized sequence of the contents at the same time that the teacher guides the students during the teaching-learning process (Ioannou-Georgiou & Pavlou, 2011).…”

Professional specialization in higher language education of non-linguistic students: approaches, procedures, techniques and methods

“…Профессиональной ориентированности иноязычной подготовки, рассматриваемой с точки зрения интеграции с профильными дисциплинами, удовлетворяет интегрированный подход к иноязычному образованию. В западных исследованиях подход развивался как инновационная идея Д. Марша с начала 1990-х годов и получил название CLIL (Content and Language Integrated Learning) [26]. Идея подхода заключалась в параллельном изучении содержания профильных дисциплин и иностранного языка, направленном на взаимообогащение, подлинное проникновение в социальный, культурный, когнитивный аспекты иноязычной профессиональной деятельности.…”