Implementation of Content and Language Integrated Learning (CLIL) at the University level

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Abstract

Recently Content and Language Integrated Learning (CLIL) has become well established in the educational system of Kazakhstan. CLIL means teaching a subject, in our case economics and business, through the second language, the Kazakh language at Nazarbayev University. The paper examines the effectiveness of this approach, and provides guidelines for the successful implementation of CLIL. One of the main advantages of this approach is content-driven; the dual focus of teaching both the subject and the language together will increase students’ motivation to learn the target language. Learning the language becomes more focused, as the language is used to solve specific communicative tasks. Thus, the ability to communicate in the Kazakh language in a professional context becomes, after all, a priority. This article explores the language of economics and business based on the subject and language materials in the Kazakh language. The author provides suggestions for designing economics- and business-related tasks that both support and develop this language in the classroom. The article concludes with a discussion of the implications of the CLIL approach as it relates to the education of language teachers, their professional challenges, and the development of curriculum materials for students who study economics and business language in Kazakh.
Original languageEnglish
Pages (from-to)10 -18
Number of pages8
JournalLinguistic Forum
Volume2
Issue number1, 2020
Publication statusPublished - May 30 2020

Keywords

  • Content and Language Integrated Learning (CLIL); content-driven approach; the Kazakh language

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