Teachers` conceptualization of content and language integrated learning (CLIL): Evidence from a trilingual context

Research output: Contribution to journalArticle

Abstract

This paper reports on research into the top-down implementation of CLIL
in the trilingual context of Kazakhstan, with a focus on teachers’
conceptualization of integration. Kazakhstan is the first Central Asian
country to introduce CLIL for using three different languages as a
medium of instruction for different content subjects as part of an
ambitious national language-in-education policy. With a constructivist
position, the study sought to explore the reality, i.e. the
conceptualization of CLIL from teachers’ own perspectives through
interviews and observations with five participants, working in the
network of 20 state-funded and highly selective Nazarbayev Intellectual
Schools. Findings suggest that most of the participating teachers were
not aware of the pedagogical intentions behind CLIL and understood it
merely as just teaching through another language. The subject teachers,
who worked in the context of demanding enquiry-based curriculum,
prioritized content over language, assuming only an indirect role in
facilitating students’ language development.
Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalInternational Journal of Bilingual Education and Bilingualism
Volume21
Issue number7
DOIs
Publication statusPublished - Nov 22 2018

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teacher
language
learning
evidence
Kazakhstan
subject teacher
teaching content
Conceptualization
Language
Content and Language Integrated Learning
instruction
Teaching
education
Curriculum
Language-in-education Policy
Intentions
Language Development
Top-down
National Language
student

Keywords

  • CLIL; integration; teachers’ conceptualization; trilingual education; Kazakhstan

Cite this

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title = "Teachers` conceptualization of content and language integrated learning (CLIL): Evidence from a trilingual context",
abstract = "This paper reports on research into the top-down implementation of CLILin the trilingual context of Kazakhstan, with a focus on teachers’conceptualization of integration. Kazakhstan is the first Central Asiancountry to introduce CLIL for using three different languages as amedium of instruction for different content subjects as part of anambitious national language-in-education policy. With a constructivistposition, the study sought to explore the reality, i.e. theconceptualization of CLIL from teachers’ own perspectives throughinterviews and observations with five participants, working in thenetwork of 20 state-funded and highly selective Nazarbayev IntellectualSchools. Findings suggest that most of the participating teachers werenot aware of the pedagogical intentions behind CLIL and understood itmerely as just teaching through another language. The subject teachers,who worked in the context of demanding enquiry-based curriculum,prioritized content over language, assuming only an indirect role infacilitating students’ language development.",
keywords = "CLIL; integration; teachers’ conceptualization; trilingual education; Kazakhstan",
author = "Laura Karabassova",
note = "LauraKarabassova is a postdoctoral scholar at Nazarbayev University Graduate School of Education. She has extensive experience in the implementation of trilingual education in Kazakhstan: working as a trilingual education specialist, researcher, policy developer, program administrator and a CLIL trainer. Laura is co-author of the book ‘Teaching in three languages: International experience and recommendations for Kazakhstan’ (IAC, 2017), and a book chapter in ‘Comparing Post-Socialist Transformations: purposes, policies, and practices in education’ (with Bridget Goodman) Symposium Books, 2018",
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AB - This paper reports on research into the top-down implementation of CLILin the trilingual context of Kazakhstan, with a focus on teachers’conceptualization of integration. Kazakhstan is the first Central Asiancountry to introduce CLIL for using three different languages as amedium of instruction for different content subjects as part of anambitious national language-in-education policy. With a constructivistposition, the study sought to explore the reality, i.e. theconceptualization of CLIL from teachers’ own perspectives throughinterviews and observations with five participants, working in thenetwork of 20 state-funded and highly selective Nazarbayev IntellectualSchools. Findings suggest that most of the participating teachers werenot aware of the pedagogical intentions behind CLIL and understood itmerely as just teaching through another language. The subject teachers,who worked in the context of demanding enquiry-based curriculum,prioritized content over language, assuming only an indirect role infacilitating students’ language development.

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