Implementation and development issues of introducing Content and Language Integrated Learning in High School of Mongolia (experience of Mongolian National University of Education)
Mijiddorj Ariuntsengel1, Dulamjav Badamgarav1, O. V. Tsiguleva2
1Mongolian National University of Education, Ulaanbaatar, Mongolia
2Novosibirsk State Pedagogical Utniversity, Novosibirsk, Russia
Keywords: content and language integrated learning (CLIL), motivation, non-linguistic subjects, subject teacher
Abstract
Introduction. The study`s purpose is to analyze legislative acts and documents for the introduction of subject-language integrated learning into the higher education system of Mongolia. The question is raised about the personnel possibility of English teaching subjects at universities in the country. For general pedagogical analysis, the results of students and teachers survey of the Mongolian University are presented. Methodology. The methodological basis was socio-pedagogical, empirical and analytical approaches in the documentation study, theoretical material and data processing study, conducting experiments on the introduction of subject-language integrated learning in non-linguistic subject groups. Mathematical calculations were used for conclusions and subsequent reflection. Discussion. The article discusses the methodology potential of subject-language integrated learning for solving educational problems, emphasizes its positive impact on both language acquisition and “non-linguistic understanding of subjects”. To assess the possibility of introducing subject-language integrated learning, a survey was conducted among future students and teachers. The survey data found a positive effect on language acquisition, in the so-called “non-linguistic understanding of the subject.” The National English Language Teaching Program also emphasizes the need to update the content of English teacher training and ensure that relevant programs comply with international standards. The results indicate a high interest of students in English learning and using English-language materials in practice. However, problems with writing skills, especially grammar and scientific style, indicate areas that require improvement. Conclusion. The survey results and experiment emphasize the need to introduce subject-language integrated learning at all levels in Mongolia education in accordance with national development goals and international educational standards. Addressing gaps in language proficiency among teachers will be crucial for successful language integration at Mongolian universities.
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