摘要
Since joining the Bologna Process in 2010,the Kazakhstani government has increasingly encouraged universities to develop full or partial(i.e.,trilingual)English-Medium Instruction(EMI)programs.In other contexts,Content and Language Integrated Learning(CLIL)has simultaneously been advocated as an approach to teaching English and additional languages in higher education and treated as a separate entity from EMI(Macaro,2018).Whether CLIL is advocated in policy or practice in Kazakhstani EMI contexts remains an empirical question.The purpose of this paper is to provide a systematic overview of national policy documents and select institutional curriculum documents.The analysis will consider not only concrete policies and pedagogies but also ideological and implementational spaces(Hornberger,2020)for CLIL pedagogy development.The paper concludes with recommendations for what may be possible and beneficial for the implementation of CLIL pedagogies in Kazakhstani higher education.
自2010年加入博洛尼亚进程以来,哈萨克斯坦政府越来越多地鼓励大学发展全英语或部分英语(即三语)媒介教学(EMI)项目。在此背景下,内容与语言整合学习(CLIL)同时被倡导为一种在高等教育中教授英语和其他语言的方法,并与EMI分开对待(Macaro,2018)。在哈萨克斯坦的EMI环境中,CLIL是否在政策或实践中得到提倡仍是一个经验性问题。本文旨在对国家政策文件和部分机构课程文件进行系统概述。分析不仅会考虑具体的政策和教学法,还会考虑CLIL教学法发展的意识形态和实施空间(Hornberger,2020)。本文最后就哈萨克斯坦高等教育实施CLIL教学法的可能性和益处提出了建议。
基金
supported by the Nazarbayev University Collaborative Research Program(CRP)2021-2024 grant,“Building Capacity for Teaching and Research in STEM Teacher Education in Kazakhstan:A Research-Practice Partnership”(021220FD2210).
