NW 20: Cross Cultural Research and Intercultural learning

1. The Role of the Teacher in Teaching Physics in the
Third Language (L3) According to the CLIL
Methodology
Mirlan Jussambayev, Nazarbayev Intellectual School in Taraz
ECER 2021

2. Context
• Region: Kazakhstan
• School: Private school funded by government
• Admission requirements: entry exams
• Focus group: Grade 11 Physics students in NIS school
in Taraz, Kazakhstan
• Number of students: 101
• Language of instruction: English
• Problem: Teaching physics in English when both
students and teachers have limited English abilities

3. Outline
• Background of the study
• Methodology
• Research findings
• Recommendations

4. Problem statement
Teaching physics in English when both students
and teachers have limited English abilities

5. What is CLIL?
• The CLIL (Content and Language Integrated
Learning) methodology is not an ordinary
language teaching method, since the language is a
tool through which the content of the studied
subject is transmitted. By teaching subject content
through an additional language, NIS (Nazarbayev
Intellectual Schools) aims to build a school
environment that supports the learning of both
subject content and language.

6. The purpose of this research is to report the results of
a study on the role of the teacher in teaching physics in
the third language according to the CLIL methodology
of the NIS PhM (Nazarbayev Intellectual School of
Physics and Mathematics) Taraz.

7. On October 29, 2010, the President of the Republic of
Kazakhstan issued a decree on the State Program for
the Development and Functioning of Languages in the
Republic of Kazakhstan for 2011-2020.

8. “The transition to trilingual training is dictated by time.
In developed countries, children at least know two
languages ​​(native and English), and in such countries as
Belgium - 3 languages, the Netherlands – four”.
To this issue, our country is moving in stages. Currently,
at NIS physics should be taught in English.

9. Methodology
This study followed a design of EXPLORATORY
RESEARCH and the following methods were used
for data collection:
 questionnaire
 semi-structured interviews
 observations

10. Participants
• Questionnaire:
 24 teachers: 2 foreign and
22 local teachers
Interview:
 6 teachers: 2 foreign and
4 local teachers
 4 graduates of NIS in Taraz
non-Native English
speakers
92%
Native English
speakers
8%

11. Research findings
According to the findings of the observation and survey
it can be concluded that both methods have similar
results. All interviewed teachers agreed that they need
to improve the English language proficiency of the
teachers themselves, as well as students. Teachers
participating in CLIL recognized the need to change the
familiar teaching methods that can be used in L1
(Kazakh Language) when learning the same content in
L3 (English Language).

12. Most CLIL teachers took part in the trainings organized
by the NIS Autonomous Education Organization for the
training of CLIL.

13. The results of this research: A CLIL lesson poses a
number of challenges for the teacher. The main
drawbacks of using CLIL are related to teacher
competences required to teach both the content and
English and to apply appropriate pedagogical practices
involving problem-solving, negotiations, discussions
and classroom management.

14. The lack of appropriate CLIL materials and resources
can be a serious problem in preparing a CLIL lesson.
Selecting and adapting content and CLIL teaching
materials can be too time consuming, while the need to
develop materials can become a big obstacle for
planning for success

15. Recommendations
• The CLIL teachers should be careful not to take up
most of the available speaking time with their
explanations or instructions so the CLIL
learners will have an opportunity to have more
practice in their target language
• The CLIL teachers should improve their English
language;
• Application of more than one TT model;
• Develop trust and readiness;
• The CLIL teachers should use the mother tongue only
when they find it necessary