Implementation of content and language integrated learning: view of teachers of biological educational programs

Abstract

The article discusses the process of implementing Content and Language Integrated Learning based on biological educational programs of higher education. Content and Language Integrated learning (CLIL) is a dual focus approach, which involves the use of an additional language when studying the discipline content. This approach takes into account the age range of students, the social and linguistic environment, the degree of impact and other key criteria. Therefore, the goal is to study the features of the implementation of content and language integrated learning together with teachers who are participants in learning in English. As part of the study, a questionnaire was conducted among the teaching staff of 6 higher educational institutions of the Republic of Kazakhstan. The questionnaire was presented as a semi-formalized survey, which consisted of two blocks – social and demographic and basic. The questions in the blocks were both with ready-made answers and with the possibility of a free answer. The survey was uploaded to the Google Forms service, a link and a QR code to which were sent to the official e-mail addresses of higher educational institutions of the Republic of Kazakhstan. The survey results showed that teachers of higher educational institutions are interested in implementing and improving the effectiveness of content and language integrated learning based on biological educational programs. The best recommendation to promote learning in English was identified. The data obtained as a result of the study can be considered as a tool to improve the effectiveness of content and language integrated learning in the framework of biological educational programs.