Студенттер мен жас ғалымдардың «фараби әлемі» атты халықаралық ғылыми конференциясы

«Фараби Әлемі» атты студенттер мен жас ғалымдардың халықаралық конференциясы
326 
APPLICATION OF CLIL IN TEACHING SCIENCE
SUBJECTS IN PUBLIC SCHOOLS 
 
 Kamzabekova А.М. 
Scientific supervisor: PhD Nursapina N.A. 
Al-Farabi Kazakh National University 
kamzabekovaaiko@gmail.com 
This research study was done in order to understand the situation of trilingual education, 
particularly implementation of CLIL method in Kazakhstani education system. Trilingual education 
has been implemented since 2006 through schools for gifted children such as NIS and BIL across 
Kazakhstan. Within trilingual education program, the English language is not only taught as a 
subject but also as a component of the Content and Language Integrated Learning (CLIL) approach, 
which enables teaching both subject content and language (Coyle, Hood, & Marsh, 2010) 
Nowadays the CLIL method has been successfully implemented in BIL, NIS, private 
schools and some gymnasiums. In public schools CLIL is implemented at the level of terminology 
and some phrases. Teachers take long CLIL courses. For some teachers it is hard to switch from 
language to language, especially for experienced teachers, who are used to teaching in their native 
language.
Overall, 123 school students, 52 students and 25 teachers participated in our study. 3 
surveys, 2 tests and interviews were taken. According to the surveys we collected data about school 
students, teachers and university students` challenges and attitude toward the CLIL methodology, 
usage of CLIL method in schools and how well this method was implemented in schools of 
Kazakhstan.
As a result it was found out that half of surveyed students study and half of surveyed 
teachers teach science subjects in English. Most of them have between Beginner and Pre-
intermediate level of English, which hinders the development of CLIL method. Also, most of the 
teachers (70%) and 43% of students do not want the lessons to be held in English, due to long 
preparation for the CLIL lessons. Even if 16.000 quotas were provided only 32% of questioned 
teachers took CLIL courses. According to the result of the survey for university students, those who 
did not have lessons in English at school, had or still have problems at the university now. Test 
results, from two different schools` students, show that in CLIL the problem is not the content, the 
problem is language. Interview, from two teachers of Almaty high school for gifted girls, which are 
familiar with CLIL, showed us what problems they face. They have difficulties like finding 
appropriate material for some topics, teaching language and content at the same time and limited 
content
The CLIL method is an effective approach in trilingual education in our country. However, 
implementing this method in mainstream schools of Kazakhstan is a matter of time.

«Фараби Әлемі» атты студенттер мен жас ғалымдардың халықаралық конференциясы
327 

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