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Findings cover reflections on experiences, pandemic-related difficulties, support measures, and science teachers’ practice areas for remote learning, including preparation, resources, student interaction, and stakeholder attitudes, supporting teacher development for effective CLIL in nontraditional classrooms.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Kuzembayeva  \nDepartment of English and German Languages, K. Zhubanov Aktobe Regional University, Aktobe,  \nKazakhstan  \nORCID: 0000-0001-8964-3683  \nAkmaral Umarova  \nDepartment of Russian Language and Literature, Institute of Philology and Multilingual Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan  \nORCID: 0000-0002-8528-4131  \nZhumagul Maydangalieva  \nDepartment of Foreign Languages and Literature, Baishev University, Aktobe, Kazakhstan  \nORCID: 0000-0003-3189-8880  \nOlga Gorbatenko  \nLaw Institute, Department of Foreign Languages, RUDN University, Moscow, Russia  \nORCID: 0000-0001-5591-3948  \nElena Kalashnikova  \nLaw Institute, Department of Foreign Languages, RUDN University, Moscow, Russia  \nORCID: 0000-0002-7861-6273  \nNadezhda Kalmazova  \nDepartment of Foreign Languages, Law Institute, RUDN University, Moscow, Russia  \nORCID: 0000-0002-5406-0581  \nOksana Chigisheva  \nDepartment of Education and Pedagogical Sciences, Academy of Psychology and Pedagogy, Southern  \nFederal University, Rostov-on-Don, Russia  \nChair on Global Education, Institute for Strategy of Education Development of the Russian Academy of  \nEducation, Moscow, Russia  \nORCID: 0000-0003-3358-2898  \nReceived: 4 Nov 2021 Accepted: 19 Jan 2022  \nAbstract  \nA case study was initiated from the perspective of three research questions: 1) CLIL teachers’ practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring’s (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers’conceptualization of their CLIL practices. The analysis of teachers’ reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers’attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers’ CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students’ interaction during the lessons, and stakeholders’ attitudes and perceptions of the approach. The obtained data enables to understand Science teachers’ practices in  \nterms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a nontraditional classroom.  \nKeywords: EFL, CLIL, science classroom, Kazakhstan, language policy, secondary school, pandemic, COVID- 19, remote learning  \nINTRODUCTION  \nSpeaking three languages – Kazakh, Russian and English-starting from-primary and secondary schools has become one of the leading issues in the field of education in Kazakhstan. In line with the policy for trilingual education development (2015-2020) it is expected that the knowledge of the English language will be advanced among the Kazakhstani students of primary and secondary schools by applying Content and Language Integrated Learning (CLIL) (Mehisto et al., 2014) in teaching Science Subjects such as Mathematics, Physics, Biology, Chemistry, Information Technology. In European practice, C. Dalton-Puffer (2007) considers the introduction of CLIL as one of the most commonly embraced solutions to transcend the perceived weakness of a traditional foreign language teaching, and thereby meet the-objective to acquire two foreign languages. Therefore, in most European educational systems the implementation of CLIL programs has become a commonplace (Pladevall-Ballester & Vallbona, 2016) . During early 2000s, several Asian countries tried to implement trilingual education at primary and secondary schools (Wang & ","cbCaigPkSpTXvH9S","https://ap.wps.com/l/cbCaigPkSpTXvH9S","pdf",377079,11,"English","# Introduction\n## Trilingual education and CLIL in Kazakhstan\n## CLIL implementation and early attempts in other countries\n## COVID-19 context for examining CLIL practices\n## Research purpose and study scope","[{\"question\":\"Which aspects of CLIL practice were examined in Aktobe secondary schools during COVID-19?\",\"answer\":\"The study examines teachers’ CLIL practices, teachers’ challenges, and the support provided, focusing on how CLIL was realized during pandemic remote learning.\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"Data were collected via face-to-face personal interviews and non-participant observation, then analyzed using Mayring’s (2020) content analysis approach with thematic categorization.\"},{\"question\":\"What dimensions of science teachers’ CLIL practices were categorized for remote learning?\",\"answer\":\"The study categorized practices by teaching preparation, resources used, student interaction during lessons, and stakeholders’ attitudes and perceptions of the approach.\"}]","Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic | PDF",1792090091,28]