INVESTIGATION INTO THE EFFICACY OF CLIL TECHNOLOGY ON BIOLOGY TEACHERS' PROFESSIONAL COMPETENCE IN KAZAKHSTAN

Abstract

This study explores the effectiveness of Content and Language Integrated Learning (CLIL) technology in the context of teaching biology in Kazakhstani public schools, using the example of the Turkestan region. We used a survey as a research tool to examine the effectiveness of this technology in forming the professional competences of biology teachers. The survey was conducted among 32 school teachers in the Turkestan region who had undergone the specialized training in CLIL technology. The survey addresses factors such as teachers’ workplace, years of experience in teaching biology, the duration of implementing CLIL technology, English proficiency level, challenges faced in the CLIL-based teaching process, its advantages, and its impact on professional development. The findings contribute valuable insights into the practical implications of incorporating CLIL technology in teaching biology. Although the teachers expressed a desire for specialized training and continuing using CLIL technology in their teaching, more research is still needed in this area given Kazakhstan’s unique conditions.