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Recently Content and Language Integrated Learning (CLIL) has become well established in the educational system of Kazakhstan.CLILmeans teaching a subject, in our case economics and business, through the second language, the Kazakh language at Nazarbayev University. The paper examines the effectiveness of this approach, and provides guidelines for the successful implementation of CLIL. One of the main advantages of this approach iscontent-driven; thedual focusof teaching both the subject and the language together will increasestudents’ motivation to learn the target language. Learning the language becomes more focused, as the language is used to solve specific communicative tasks. Thus, the ability to communicate in the Kazakh language in a professional context becomes, after all, a priority. This article explores the language of economics and business based on the subject and language materials in the Kazakh language. The author provides suggestions for designing economics-and business-related tasks that both support and develop this language in the classroom. The article concludes with a discussion of the implications of the CLIL approach as it relates to the education of language teachers, their professional challenges, and the development of curriculum materials for students who study economics and business language in Kazakh.
Gulnara Omarbekova. (2020) Implementation of Content and Language Integrated Learning(CLIL)at the University level, Linguistic Forum - A Journal of Linguistics, volume 2, issue 1.
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