Features of using CLIL approach in teaching natural scientific disciplines in the framework of implementation of multilingual education of students

Abstract

Language education through the study of language disciplines and the teaching of mathematical and natural scientific disciplines in a foreign language is the main mechanism for the practical implementation of multilingual education in The Republic of Kazakhstan. This article presents a experience of implementing CLIL technology in teaching natural scientific disciplines at the faculty of physics and technology of Karaganda State University named after academician Y.A. Buketov. The influence of the Content and language integrated learning (CLIL) method on the learning the «Computer methods in Physics» and «Nuclear physics» courses of choice by specialty by 4th-year students (the 5B011000-Physics educational program) of the faculty of physics and technology is studied in the work. The article summarizes the advantages and disadvantages of using CLIL technology. Types of tasks are given as an example of the implementation of the CLIL method. During the pedagogical study, the basic means and forms of control were examined.The procedure and criteria for evaluating students are presented. In conclusion of the article, the results of pedagogical research was summarized. Using of the CLIL methodology in the educational process increases the motivation of students to studying the English language and, in turn, helps students to further master the knowledge and apply the acquired knowledge in the future professional field. CLIL technology is an important tool to stimulate students to learn not only a foreign language, but also other special courses.