Formation of the target professional Competences of CLIL Teachers

• Tanat Ayapova1, Dana Shayakhmetova2, Ainagul Tautenbayeva3, Gulnar Karipbayeva4, Gulnara Azhibekova5 1-2 Abay National Pedagogical University (Almaty, Kazakhstan). 3Zhurgenov Kazakh National Academy of Arts (Almaty, Kazakhstan). 4Al-Farabi Kazakh National University (Almaty, Kazakhstan). 5Satbayev University (Almaty, Kazakhstan)

Palabras clave: Content, Language, Integrated Learning, Communication.

Resumen

This article is devoted to CLIL (Subject and Language
Integrated Learning) – describes teaching methods, where subjects are
taught in foreign languages via comparative qualitative research
methods. As a result, assessment in CLIL remains one of the aspects
that poses difficulties as it depends on the national or local policy and
established practices to a great extent, and causes intense discussions
even within the CLIL community itself. In conclusion, teachers still
lack competences in preparing/designing teaching materials for the
CLIL class, the skills only acquired through long practice.