EXPERT PERCEPTIONS OF THE DEVELOPMENT OF CLIL EDUCATION IN KAZAKHSTAN

Abstract

The article deals with the problem of CLIL learning development in Kazakhstan. In this context, the opinion of CLIL teachers who implement the state programme of integrated teaching of subject matter and English language at schools is analyzed. The analysis is based on the results of a questionnaire survey of 330 school teachers of chemistry, physics, biology and English language from Central Kazakhstan.  The questionnaire proposed by the authors aims to assess the perspective of CLIL and its motivating potential, to identify the perceptions of didactic principles of integrated teaching, teachers' expectations and their aspirations to develop this practice in schools. In this regard, the aggregate expert opinion is characterized, which includes a positive perception of CLIL learning development in Kazakhstani schools and allows identifying a number of objective problems, mainly of didactic nature. According to the analysis of questionnaire data in the modern educational realities most of the interviewed teachers are inclined towards the principle of maintaining a reasonable balance between content-driven and language-driven learning, when the focus is shifted from L2 to the subject content of the discipline, comprehended through semantic L2 structures when implementing integrated learning. Thus, the English teacher in the Kazakh model of CLIL learning plays the role of "language mediator" and facilitator, involving all learners in the learning process, improving group interaction and helping students cope with psychological and cognitive difficulties in using English as the working language of the lesson, which, in turn, contributes to the goals of integrated learning and promotion of CLIL in the school environment.