Content And Language Integrated Learning In Terms Of Multilingualism: Kazakhstani Experience

Abstract

The multilingual education policy was federally mandated in the Republic of Kazakhstan. The implementation of such policy imposed a heavy burden on school system. So the article is focused on students of high school, who are the participants of the transitional multilingual educational program, which suggests learning some senior-classes’ subjects in Kazakh language by Russian-speaking groups. Multilingual education on the basement of content and language integrated learning (CLIL) is under consideration. We argue that the learning environment created by CLIL would increase the learner's general learning capacities, his motivation and interest. The integration of content subject and language would create a learning environment, which cannot be set up within isolated subject or language teaching CLIL will be able to provide learners with a more natural, meaningful way for language development; they would be more motivated when studying Kazakh language integrated in a content-based subject.

Keywords

• multilingual education
• high school
• content and language integrated learning
• transitional multilingual educational program
• development
• teachers
• approach
• methods
• principles
• multilingual area
• content-obligatory language
• content-compatible language
• co-teaching