Challenges of applying CLIL Kazakhstan: the balance of context and language and application of evaluating framework

Abstract

The present article studies the method used in pedagogy content and language integrated learning (CLIL), which is a combination of scientific subject explanation and learning a foreign language. Thus, the purpose of the study is investigate specific challenges of using the method in the schools of Kazakhstan. The study employes qualitative research methods with a combination of experiments and interviewing the practicing teachers of Physics. The findings coincided with the scholarly view that CLIL teachers tended to skew towards context or language element of the CLIL. Moreover, the investigation of usage of LOCIT evaluating model and observation of the critical incidences as a growth point have resulted in positive change in teaching mechanics. The findings allowed to make recommendations for future improvement of theoretic and practical application of CLIL in schools of Kazakhstan.