«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
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foreign languages in a variety of situations would enable people to participate
successfully in an increasingly international learning and work environment.
Consequently, it has become increasingly important to learn languages
effectively, with the purpose of learning in mind. Looking at the other side of
the coin, choosing the right teaching approach and the best method has become a
question of top priority for all teachers, as well as for all teacher training
students.
The
teaching
material,
entitled
Content-Language
Integrated
Learning (CLIL) focuses on an internationally acknowledged and effective form
of teaching foreign languages, a method, which successfully combines content
and context with language learning. The theoretical principle in the background
of CLIL is the idea that language learning, when being used in meaningful
contexts, is highly successful. As a result, the CLIL method has been widely
used in many countries of the world.
Nunan, [5, 2003,] considers that the trend of using the English language as
a medium of instruction to teach specific subjects has gradually spread in the
last few decades Different approaches to this have been implemented and used
to deliver knowledge for learners around the world. Content and Language
Integrated Learning (CLIL) is one of the recent and more promising approaches.
It is like “an umbrella term” covering several educational approaches such as
CBI, immersion, bilingual education, multilingual education and others. CLIL
provides and offers the knowledge learnt from these approaches in a flexible
way.
CLIL aims at teaching both content and the target language. However,
there is no clear evidence whether it can or should offer a balance between
content and language proficiency. There are various views about the
implementation of CLIL in different contexts. Coyle et al [1,54] propose that
CLIL is appropriate to maximize learners’ language success. However, CLIL is
also about content not just language features. Therefore, the success of CLIL
should include both language success and subject content success
simultaneously.
The current curriculum requires the integration of subjects and educational
fields. Thus, it is necessary to blend and mutually enrich individual fields and
disciplines. The classic type of education, which prefers school subjects taught
separately, no longer corresponds with today's needs. One of the approaches
which stresses the above mentioned integration is an implementation of a
foreign language into teaching; the related method is called Content and
Language Integrated Learning (CLIL).
Different approaches in Bilingual education focus on the learners’
proficiency development. Learners acquire the abilities to learn from the second
language by ‘developing study skills’ [1, 48]. In addition, we totally agree with