The Results of Clil Subject-Linguistic Integrated Training in the Educational System of the Republic of Kazakhstan

Abstract

Social and pedagogical need in research of polylingual society and personality is obvious, if we take into account key priorities of the European Union and trilingual policy of the Republic of Kazakhstan - preservation of human rights, democracy, steady growth of human development, ensuring tolerant attitude to language, cultural, ethnic and confessional development.

The successful rapprochement of the national system of higher education in the Republic of Kazakhstan with the educational systems of the countries participating in the Bologna process is due to the acceleration of the process of mastering foreign languages, primarily English, by a large number of students of different age groups, and improving the quality of its teaching.

In modern linguodidactics, linguistics, pedagogy there are various newest world methods of language training for the purpose of their introduction in an educational system of educational institutions.

In connection with this problem statement, this article presents some results of foreign language education in the Republic of Kazakhstan: the use of subject-linguistic or context-linguistic integrated teaching (CLIL) methods in the subjects of the science cycle (hereinafter - ENC: informatics, physics, chemistry, biology, natural sciences, etc.).

The Content and Language Integrated Learning (CLIL) methodology is considered one of the most promising foreign language teaching methods. It is aimed at forming communicative professionally-oriented competence in a foreign language in the same educational context in which general educational knowledge and skills are formed and developed.

In this regard, the authors of the article after the results of surveys and questionnaires come to the conclusion that the system of higher education in the Republic of Kazakhstan is a systematic, largely successful work on the implementation of the methods of subject or context-linguistic integrated training (CLIL) in higher education institutions.

However, respondents noted the fact that most modern CLIL learning programs are experimental, which naturally affects the overall rethinking of traditional concepts of language audience and language teacher and subject teacher.