Teachers’ Experiences of Using CLIL in Kazakh Language Classrooms

dc.contributor.authorKakenov, Ruslan
dc.date.accessioned2018-01-23T06:33:04Z
dc.date.available2018-01-23T06:33:04Z
dc.date.issued2017-12
dc.description.abstractThis paper investigates teachers’ experiences of teaching the content and language simultaneously by using the Content and Language-Integrated Learning (CLIL) approach when delivering social science subjects, such as Geography, History of Kazakhstan, Kazakhstan in the Modern World and Law Essentials in Kazakh as a second language of instruction. This qualitative study has revealed that challenges teachers face in CLIL classrooms included the language proficiency of students and the lack of teaching materials. Teachers incorporated some strategies according to the CLIL approach, vocabulary teaching, and usage of Russian in order to explain key notions and concepts. Finding and adapting resources for CLIL lessons lay an extra burden on teachers. The development of CLIL teaching materials will likely relieve teachers’ workload and enhance the quality and consistency of the materials.en_US
dc.identifier.citationKakenov, R. (2017). Teachers’ experiences of using CLIL in Kazakh language classrooms. NUGSE Research in Education, 2(2), 21-29. Retrieved from nugserie.nu.edu.kzen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/3122
dc.language.isoenen_US
dc.publisherNUGSE Research in Education, 2(2)en_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectCLILen_US
dc.subjectteachers’ experiencesen_US
dc.subjectKazakhen_US
dc.subjectcontent-based teachingen_US
dc.titleTeachers’ Experiences of Using CLIL in Kazakh Language Classroomsen_US
dc.typeArticleen_US
workflow.import.sourcescience

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