Peculiarities of content and language integrated learning technology usage in physics

Abstract

Relevance. The research relevance is predefined by the fact that the problem of interculturalism and ethnic diversity in Kazakhstan requires the usage of different language education programs for science education. Currently, the importance of trilingual education in Kazakhstan has increased significantly. In this sense, most programs are based on the methodology known as content and language integrated learning (CLIL). Purpose. The research aims to analyze the possibilities and characteristics of the implementation of context- and language-integrated education for teaching the discipline “Physics” in universities in Kazakhstan. Methodology. The following methods were used: generalization, induction, and comparative. Results. The results established that by using a language other than their native language, students expand their professional competence, where foreign speech gradually becomes part of their everyday reality and cultural context. In doing so, it is possible not only to develop communicative skills but also to integrate the content of physical science in a more meaningful aspect for the student. In Kazakhstan, most educational institutions choose English for the development of multilingual education. The most important factor in considering a language part of the student’s communicative universe is its contextualization in a world of interests and motivations. The relationship between language learning and content definition should be based on real and meaningful experiences. In this way, the student organically integrates and internalizes the knowledge presented. Conclusions. The practical significance lies in the use and effective implementation of the results of the study by researchers and teachers of physics in higher education institutions in the Republic of Kazakhstan.