On the implementation of CLIL technology in biology education programmes

Abstract

In the Republic of Kazakhstan, Content and Language Integrated Learning (CLIL) is used in higher education to implement multilingual education according to the Roadmap for the Development of Trilingual Education 2015-2020. As any educational technology, CLIL has a number of factors that influence the application and further development of the technology in the chosen discipline cycle, form of education or in higher education in general. The factors facilitating or hindering the implementation of subject-linguistic integrated learning, as well as the process of implementation of this learning, are the object of close attention both in the world practice and in Kazakhstan. On the basis of biological educational programs of S. Amanzholov East Kazakhstan State University a research was conducted aimed at studying these factors, revealing positive and
negative sides of applied teaching and establishing the reasons of arising difficulties in the learning process. A questionnaire survey was applied in the study. The respondents were the participants of the subject-language integrated teaching and learning - teachers and students of English groups. Based on the responses received and the results of the study, the current state of implementation was established and recommendations for improvement of the subject-linguistic integrated teaching were presented. The findings showed that technology can be considered as a tool for further implementation of this learning and improving its quality.