METHODOLOGICAL SIGNIFICANCE OF USING THE CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN TEACHING GEOGRAPHY

Abstract

The article examines the significance of the Content and Language Integrated Learning (CLIL) approach in the system of higher pedagogical education in the Republic of Kazakhstan as a tool of enhancing the quality of professional training of future teachers within a multilingual educational environment. The theoretical foundation of the study included the analysis of scientific literature, regulatory documents, educational programs, and instructional materials. The empirical part of the research was conducted among the faculty and students of the Department of geography and ecology of the Abai Kazakh National Pedagogical University. The aim of the survey was to identify the level of awareness, preparedness, and motivation for the application of the CLIL approach in the educational process. The collected data revealed a consistent interest in this methodology, while also highlighting several challenges related to linguistic, methodological, and resource-based support. Special attention was paid to the perception of the CLIL approach as a tool for enhancing graduates’ academic mobility and competitiveness. Based on the results, the article provides recommendations for the gradual implementation of the CLIL approach in university curricula, emphasizing the need for faculty development and course adaptation. The findings may be of interest to teachers, methodologists, curriculum developers, and specialists in bilingual and multilingual education.