Literaturnachweis - Detailanzeige
Autor/inn/en | Mehisto, Peeter; Winter, Liz; Kambatyrova, Assel; Kurakbayev, Kairat |
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Titel | CLIL as a Conduit for a Trilingual Kazakhstan |
Quelle | In: Language Learning Journal, 51 (2023) 6, S.691-705 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mehisto, Peeter) ORCID (Winter, Liz) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-1736 |
DOI | 10.1080/09571736.2022.2056627 |
Schlagwörter | Foreign Countries; Program Effectiveness; Content and Language Integrated Learning; Faculty Development; Language of Instruction; English (Second Language); Language Proficiency; Multilingualism; Language Usage; Bilingual Education; Chemistry; Biology; Science Instruction; Physics; Information Science; Secondary Education; Kazakhstan Ausland; CLIL; Lernkonzept; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Bilingual teaching; Bilingualer Unterricht; Chemie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Informationswissenschaft; Sekundarbereich; Kasachstan |
Abstract | This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is triangulated against 18 hours and 28 minutes of interview and focus group data from 74 participants. Data were processed through NVivo for thematic analysis to form and develop emergent themes until saturation of the data was achieved against these themes. Research findings suggest that the implementation of the professional development programme as a centralised policy initiative has been approached as a mechanical, one-size-fits-all process of mainstreaming a nationwide teacher development scheme across all regions of the country. There is a considerable divide between programme intentions and delivery. Content and Language Integrated Learning (CLIL) which is a stated guiding principle, is largely absent from documents and interview data. Assessment has been flawed from the participants' perspective who do not have an objective measure of their progress. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |