Exploring the Potential of CLIL in Kazakhstan: A Qualitative Study

Abril, Cristina Huertas; Shashken, Aigerim

doi:10.5209/rced.68345

Cited by 5 publications

(1 citation statement)

References 23 publications

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“…Since it is teachers who contribute to the shaping of the CLIL method and as such have become key players, the pedagogic quality of teachers has been put in the spotlight. Both linguistic proficiency and subject knowledge were stated as areas for improvement (Dvorjaninova & Alas, 2018;Huertas-Abril & Shashken, 2021;Lorenzo & Granados, 2020;Pappa et al, 2019), which may be one of the reasons why the synergy of Content and Communication has not been achieved. Consequently, in most research dealing with teachers' perspectives the need for a better professional development was stated (Dvorjaninova & Alas, 2018;Lorenzo & Granados, 2020;McDougald & Pissarello, 2020;Mearns & Graaff, 2018).…”

Section: Emerging Areas Of Scientific Research On Clilmentioning

confidence: 99%

Analysis of CLIL-Related Research in School Settings: A Systematic Review

Poveda-Garcia-Noblejas,

Antropova

2024

JLE

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Background: Content Language Integrated Learning (CLIL) is an emerging approach in the global educational landscape, and as such, there is a lack of a systematic review of this field. Purpose: To explore CLIL-related scientific publications in school settings around the world. Method: A systematic review was performed following the PRISMA guidelines in WoS and Scopus databases. A total of 142 articles published in the period 2018-2022 were analysed according to three types of variables: extrinsic to the scientific process, methodological, and content based. The results of the methodological and content-based variables were contrasted with the portfolio of CLIL evaluation measures and analysed through the lens of the 4Cs framework. Results: The findings revealed that CLIL studies were performed in a wide range of countries across continents. It was the secondary school which drew most scientific interest. Apropos of the methodological variable, there was a balance between qualitative and quantitative studies, and a questionмnaire as a tool was favoured by the researchers. The major scientific interest lay in the communication principle, while cognition was understudied. Conclusions: There was a growing scientific interest in CLIL. Although the major interest laid in linguistic gains, other fields of research transpired. The conclusions provide further agenda for CLIL research.

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Section: Emerging Areas Of Scientific Research On Clilmentioning

confidence: 99%

Analysis of CLIL-Related Research in School Settings: A Systematic Review

Poveda-Garcia-Noblejas,

Antropova

2024

JLE

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Content and language integrated learning in Kazakhstan

Satayev,

Varis,

Ashirbayev

et al. 2024

JICB

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This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in Kazakhstan. A total of 26 studies were selected, including journal articles and master’s theses. The selected studies were thematically analyzed to identify key aspects and shared aspects. Three main thematically organized areas for CLIL research emerged from the reviewed studies: (1) Dominant perceptions and beliefs about CLIL, (2) Positive outcomes and challenges in CLIL, and (3) CLIL pedagogy and methodology. The majority of the reviewed studies primarily focused on students’ English language skills, investigated the affective and cognitive experience of CLIL, and addressed challenges, practices, and concerns related to CLIL. These themes capture the current landscape of CLIL research in Kazakhstan and contribute to a more holistic understanding of CLIL’s impact on language acquisition and educational practices, thereby informing approaches to language education in Kazakhstan’s trilingual education system.

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