CLIL (Content and Language Integrated Learning ) in Kazakstan

1.

CLIL (Content
and Language
Integrated
Learning )
in Kazakstan
The presentation was prepared
by the teacher of biology
of the highest category
of the State Institution
«School-lyceum No. 8 for gifted children»
in the city of Pavlodar
Irina Sinitsyna

2.

In modern society, the issues of
socialization of modern people in
interethnic and intercultural space are
becoming priority, and knowledge of a
foreign language is considered as one of
the tools for expanding professional
knowledge and capabilities. In this
regard, new educational technologies are
emerging in the teaching of
foreign
languages. One such technology is the
CLIL (Content and Language Integrated
Learning) language-based integrated
learning.

3.

The term CLIL was first proposed in
1994 by David Marsh and Anna Malers
(Finland) as a methodology for teaching
non-linguistic subjects in a foreign
language. This approach includes various
forms of using a foreign language as a
means of teaching, provides an effective
opportunity for pupils to apply their new
language skills to practice now, rather
than waiting for a suitable moment in the
future. Thus, teaching English is
interdisciplinary and is closely related to
other subjects from the school
curriculum.

4.

Why CLIL?
Strategy "Kazakhstan - 2050"
- By 2025 95% of Kazakhs will
speak Kazakh language
- Kazakhstanis will occupy a
leading role in all spheres
of life - The young generation
will study Russian and
English along with
the Kazakh language.

5.

Specificity of the CLIL-methodology is
that knowledge of the language becomes a
tool for studying the content of the subject.
At the same time, attention is focused both
on the content of the texts and on the
necessary subject terminology. At the same
time, the language is integrated into the
training program, and the need to immerse
in the language environment for the
possibility of discussing the subject
material significantly increases the
motivation for using the language in the
context of the topic being
studied.

6.

This is facilitated by carefully selected
teaching materials not only for studying a
particular subject, but also for teaching the
language: lexical and grammatical units
and structures, all types of speech activity
(reading, speaking, writing and listening).
The types of tasks should be designed
according to the level of complexity,
constructed with an emphasis on the
subject
content,
its
understanding,
verification and subsequent discussion. At
various stages of working with the text,
attention is focused on vocabulary, on the
content of the text, and then on specific
grammatical material.

7.

Communication:
Learn to use the
language and
use the language
for learning.
Content /
Subject
The 4Cs framework
Culture: Exposure to
alternative
perspectives and an
exchange of
understanding that
deepens awareness
of others and
themselves
Cognition:
Development of
thinking skills that
connect concepts
(abstract and
concrete),
understanding and
language.

8.

Personality
Consciousness
Culture
Activity

9.

THANK
YOU
FOR YOUR
ATTENTION!