Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

A case study was initiated from the perspective of three research questions: 1) CLIL teachers’ practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring’s (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers’ conceptualization of their CLIL practices. The analysis of teachers’ reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers’ attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers’ CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students’ interaction during the lessons, and stakeholders’ attitudes and perceptions of the approach. The obtained data enables to understand Science teachers’ practices in terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a non-traditional classroom. © 2022 by the authors; licensee CEDTECH by Bastas.

Kuzembayeva G.1 , Umarova A.2 , Maydangalieva Z.3 , Gorbatenko O. 4 , Kalashnikova E. 4 , Kalmazova N. 5 , Chigisheva O.6, 7
Номер выпуска
  • 1 Department of English and German Languages, K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan
  • 2 Department of Russian Language and Literature, Institute of Philology and Multilingual Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
  • 3 Department of Foreign Languages and Literature, Baishev University, Aktobe, Kazakhstan
  • 4 Law Institute, Department of Foreign Languages, RUDN University, Moscow, Russian Federation
  • 5 Department of Foreign Languages, Law Institute, RUDN University, Moscow, Russian Federation
  • 6 Department of Education and Pedagogical Sciences, Academy of Psychology and Pedagogy, Southern Federal University, Rostov-on-Don, Russian Federation
  • 7 Institute for Strategy of Education Development of the Russian Academy of Education, Moscow, Russian Federation
Ключевые слова
CLIL; COVID-19; EFL; Kazakhstan; Language policy; Pandemic; Remote learning; Science classroom; Secondary school
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