Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic
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, Russia
5 Department of Foreign Languages, Law Institute, RUDN University, Moscow, Russia
6 Department of Education and Pedagogical Sciences, Academy of Psychology and Pedagogy, Southern Federal University, Rostov-on-Don, Russia
7 Chair on Global Education, Institute for Strategy of Education Development of the Russian Academy of Education, Moscow, Russia
* Corresponding Author
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.
Kuzembayeva, G., Umarova, A., Maydangalieva, Z., Gorbatenko, O., Kalashnikova, E., Kalmazova, N., & Chigisheva, O. (2022). Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic.
Contemporary Educational Technology, 14(2), ep362.
https://doi.org/10.30935/cedtech/11733Kuzembayeva, G., Umarova, A., Maydangalieva, Z., Gorbatenko, O., Kalashnikova, E., Kalmazova, N., and Chigisheva, O. (2022). Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic.
Contemporary Educational Technology, 14(2), ep362.
https://doi.org/10.30935/cedtech/11733Kuzembayeva G, Umarova A, Maydangalieva Z, et al. Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic.
CONT ED TECHNOLOGY. 2022;14(2), ep362.
https://doi.org/10.30935/cedtech/11733Kuzembayeva, Gulzhana, Akmaral Umarova, Zhumagul Maydangalieva, Olga Gorbatenko, Elena Kalashnikova, Nadezhda Kalmazova, and Oksana Chigisheva. "Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic".
Contemporary Educational Technology 2022 14 no. 2 (2022): ep362.
https://doi.org/10.30935/cedtech/11733Kuzembayeva, Gulzhana et al. "Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic".
Contemporary Educational Technology, vol. 14, no. 2, 2022, ep362.
https://doi.org/10.30935/cedtech/11733Kuzembayeva G, Umarova A, Maydangalieva Z, Gorbatenko O, Kalashnikova E, Kalmazova N, et al. Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic. CONT ED TECHNOLOGY. 2022;14(2):ep362.
https://doi.org/10.30935/cedtech/11733