IMPLEMENTING CLIL STRATEGIES IN AN INTEGRATED COURSE

ABSTRACT

The article is about the technology of subject-language integration experience is shown visually. Teaching the basics of biology, chemistry, physics in secondary school organization of the lesson while teaching English and practice of CLIL technology, its efficiency and training requirements said about.

Keywords: trilingual teaching, CLIL method, integrated learning, inter-subject com­munication, communicative approach.

In his Address to the People of Kazakhstan entitled “New Kazakhstan in a New World”, the President of Kazakhstan K.Zh. Tokaev stated: “Kazakhstan should be perceived throughout the world as a country of high education, using three languages: Kazakh as the state language, as the language of international communication, and Russian and English as the languages of successful integration into the global economy” [1]. The implementation of state policy in the field of education in three languages ​​is carried out through legislative acts and development programs. One of such approaches that has been successfully implemented in world practice is the so-called CLIL (subject-language integrated learning). The use of CLIL technology allows solving a significant range of educational problems. Simultaneous teaching of a non-native (foreign) language and non-language subjects is an effective means of achieving the expected learning goals and forming a wide range of skills. In order to avoid potential risks when introducing CLIL into secondary education, teachers should master this methodology. In their practical work, subject teachers and language teachers encounter a number of difficulties related to the new educational environment, which are associated with the need to adapt to the new educational environment, change the established methods and approaches to education and training, the communicative method of teaching and insufficient knowledge of English.

Content and Language Integrated Learning (hereinafter - CLIL) is a broad concept used to describe a teaching method for learning a subject through a foreign language, the main goal of which is to master the subject and improve language skills in a foreign language. CLIL requires a balance between material content and language learning, where language is used as a means of teaching content, and content, in turn, is used as a resource for learning the language. The term CLIL (Content and Language Integrated Learning) was introduced by D. Marsh, who gave the following definition: “Content and Language Integrated Learning is aimed at any two-subject educational context, in which an additional language, i.e. a non-major/foreign language, is used as the language of instruction” [2, p. 204]. Foreign scientists among the main concepts of CLIL technology call its mandatory components "4C": the main subject-content component of a wide range of subject teaching (Content); the socio-linguistic component (Communication), creating conditions for the development of communicative skills, deeper mastery of a foreign language and the ability to use the acquired competencies for applied purposes; the cognitive-learning component (Cognition), contributing to the growth of the motivational component of students, mastering and using various learning strategies, forms and types of educational activities; the cultural component (Culture), meaning the development of intercultural communication skills, knowledge and understanding of the peculiarities of the cultures of other countries and peoples.

Increased demands are placed on a teacher who already works or wants to work in the CLIL method. As practice shows, it is not enough for him to have a good command of the language or an excellent knowledge of grammar, but it is also necessary to have subject knowledge and be able to express all this in a foreign language. The tasks of a CLIL teacher include organizing lessons as interestingly as possible, using a variety of forms of material presentation, focusing on the individual and creative activity of students. Thus, we can talk about the specific professional competencies of CLIL teachers: knowledge of the psychological aspects of bilingualism; language skills in the field of the taught discipline; knowledge of a large number of methods for teaching the subject of the discipline and a foreign language; the ability to teach the discipline in a foreign language.

As for the assessment of students' achievements, within the framework of integrated subject and language teaching, there is a need to develop descriptors intended for a comprehensive assessment of students' subject and language competencies.

References:

1. Roadmap for the development of trilingual education for 2015-2020. Approved by the joint order of the Acting Minister of Education and Science of the Republic of Kazakhstan dated November 5, 2015 No. 622, the Minister of Culture and Sports of the Republic of Kazakhstan dated November 9, 2015 No. 344 and the Minister of Investments and Development of the Republic of Kazakhstan dated November 13, 2015 No. 1066.
2. Marsh, D. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential / D. Marsh. – OUP, 2002. p.– 204
3. Novotná J. Teacher training for CLIL – Competences of a CLIL teacher. – In: M. Hejný and J. Novotná (Eds.) / Novotná J., Hadj-Moussová Z., Hofmannová M. // Proceedings of SEMT 01. Praha: Univerzita Karlova v Praze, Pedagogická fakulta. – 2001. – P. 122-126.