Science teachers' beliefs regarding English language teaching through content in secondary schools of two cities in Northern Kazakhstan

Abstract

The purpose of the study was to explore non-native English-speaking science teachers’ beliefs regarding implementation of the CLIL approach in teaching science classes in English language in the Kazakhstani context. The methodology employed was a qualitative research approach using semi-structured interviews. Participants of the study were 4 science teachers from different private and public schools in two cities of Northern Kazakhstan. The study adhered to the ethical committee guidelines. The results of the study indicated that the science teachers view themselves as subject teachers first and position the language portion of the curriculum as secondary in nature. Their understanding of the CLIL approach varied but was similar to the view of just ‘teaching content in English language’ as opposed to having its own linguistics goals. The teachers identified insufficient levels of language proficiency, both of themselves and their students’, to be major challenges in implementing the CLIL approach. It was also found that misalignment in goals of the lessons and the assessment requirements existed, and that this should be remedied in order to truly integrate the science content and language. The study also found that introduction of CLIL training early on in the careers of science teachers may influence their beliefs about their pedagogical roles. As a conclusion, the study provides some recommendations to the policymakers, educators, and teachers in order to implement the trilingual policy and the CLIL pedagogy to its fullest potential.