CLIL as a Conduit for a Trilingual Kazakhstan

Autor/inn/en	Mehisto, Peeter; Winter, Liz; Kambatyrova, Assel; Kurakbayev, Kairat
Titel	CLIL as a Conduit for a Trilingual Kazakhstan
Quelle	In: Language Learning Journal, 51 (2023) 6, S.691-705 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mehisto, Peeter) ORCID (Winter, Liz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2056627
Schlagwörter	Foreign Countries; Program Effectiveness; Content and Language Integrated Learning; Faculty Development; Language of Instruction; English (Second Language); Language Proficiency; Multilingualism; Language Usage; Bilingual Education; Chemistry; Biology; Science Instruction; Physics; Information Science; Secondary Education; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; CLIL; Lernkonzept; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Bilingual teaching; Bilingualer Unterricht; Chemie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Informationswissenschaft; Sekundarbereich; Kasachstan
Abstract	This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is triangulated against 18 hours and 28 minutes of interview and focus group data from 74 participants. Data were processed through NVivo for thematic analysis to form and develop emergent themes until saturation of the data was achieved against these themes. Research findings suggest that the implementation of the professional development programme as a centralised policy initiative has been approached as a mechanical, one-size-fits-all process of mainstreaming a nationwide teacher development scheme across all regions of the country. There is a considerable divide between programme intentions and delivery. Content and Language Integrated Learning (CLIL) which is a stated guiding principle, is largely absent from documents and interview data. Assessment has been flawed from the participants' perspective who do not have an objective measure of their progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01