Overcoming Barriers in CLIL Integration for Profile School Education

Abstract

This study explores the challenges and barriers in integrating the Content and Language Integrated Learning (CLIL) approach in profile school education in Kazakhstan. CLIL, a method combining subject-specific knowledge with language learning, offers significant benefits for student motivation, engagement, and academic performance. However, the findings indicate major obstacles, including insufficient teacher preparedness, limited access to bilingual and subject-specific resources, and varying levels of student language proficiency. A mixed-methods research design was employed, involving questionnaires and interviews with teachers and students, to investigate these challenges. Results reveal that while CLIL positively impacts academic performance and language acquisition, its effectiveness is hindered by inadequate teacher training, resource scarcity, and the need for differentiated instruction. Both teachers and students highlight the importance of professional development, tailored materials, and language-focused support as critical factors in addressing these issues. The study concludes by recommending targeted interventions, such as professional training and resource enhancement, to improve CLIL implementation and foster global competencies among students in profile schools.