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.


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.

Cómo citar
Gulnar Karipbayeva4, Gulnara Azhibekova5T. A. D. S. A. T. (2019). Formation of the target professional Competences of CLIL Teachers. Opción, 35(89), 660-679. Recuperado a partir de