To the question of the CLIL using in teaching foreign languages

Abstract

The article is devoted to some aspects of content and language integrated learning and the possibility of its usage at the university. The purpose of the article is to investigate the methodological aspect of
the content and language integrated learning. The novelty of the research is related to the fact that the
authors of the paper have conducted a comparative analysis of studied method with other methods of
bilingual education. The paper examines students’ and teachers’ perceptions as they engage with teaching and learning special disciplines in English. Overall, the study recommends the content and language
integrated learning as a rich cognitive medium for learning, and an asset for promoting quality learning
with the specification that its implementation needs careful context-bound consideration. The studied
method is far-reaching in that the present need for cutting-edge methodology in the Kazakhstan calls for
renewed ways of articulating the curriculum to teach subjects and foreign languages