"CLIL (Content and Language Integrated Learning )"

the highest category
of the State Institution
«School-lyceum No. 8

for gifted children»
in the city of Pavlodar
Irina Sinitsyna

CLIL (Content and Language Integrated Learning )
in Kazakstan

of modern people in interethnic and intercultural space are becoming

priority, and knowledge of a foreign language is considered as one of the tools for expanding professional knowledge and capabilities. In this regard, new educational technologies are emerging in the teaching of foreign languages. One such technology is the CLIL (Content and Language Integrated Learning) language-based integrated learning.

first proposed in 1994 by David Marsh and Anna Malers

(Finland) as a methodology for teaching non-linguistic subjects in a foreign language. This approach includes various forms of using a foreign language as a means of teaching, provides an effective opportunity for pupils to apply their new language skills to practice now, rather than waiting for a suitable moment in the future. Thus, teaching English is interdisciplinary and is closely related to other subjects from the school curriculum.

will speak Kazakh language - Kazakhstanis will occupy a leading role

in all spheres
of life - The young generation will study Russian and English along with
the Kazakh language.

of the language becomes a tool for studying the content

of the subject. At the same time, attention is focused both on the content of the texts and on the necessary subject terminology. At the same time, the language is integrated into the training program, and the need to immerse in the language environment for the possibility of discussing the subject material significantly increases the motivation for using the language in the context of the topic being
studied.

materials not only for studying a particular subject, but also

for teaching the language: lexical and grammatical units and structures, all types of speech activity (reading, speaking, writing and listening). The types of tasks should be designed according to the level of complexity, constructed with an emphasis on the subject content, its understanding, verification and subsequent discussion. At various stages of working with the text, attention is focused on vocabulary, on the content of the text, and then on specific grammatical material.

for learning.
Cognition: Development of thinking skills that connect concepts (abstract

and concrete), understanding and language.

Content / Subject

Culture: Exposure to alternative perspectives and an exchange of understanding that deepens awareness of others and themselves

The 4Cs framework