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 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.

KEYWORDS:

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

Acknowledgements

I would also like to show my gratitude to Dr Bridget Goodman and Professor Denise Egéa for research guidance and expertise, to Professor Elaine Sharplin for valuable feedback.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Laura Karabassova

Laura Karabassova 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.