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56
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10
This article is devoted to CLIL model (Content and Language Integrated Learning) in Kazakhstani school system and experience of training as well as retraining center in the content of multilingual education. The aim of the article is to talk about the experience of CLIL teachers in the implementation of CLIL approach via teaching methods and techniques. At present, secondary schools have various issues in actualizing substance and language incorporated learning (CLIL, for example, the degree of capability in an unknown dialect among subject educators and absence of methodological ability. In conclusion, teaching staff face a couple of issues that require finding viable ways to prepare and design teaching materials for the CLIL class.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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