Аңдатпа
Content and Language Integrated Learning (CLIL) is a dual-focus approach, which involves the use of a foreign or non-native language to a country or a particular region as a tool for studying the content of a discipline. CLIL is considered the most appropriate for achieving language goals among the new experimental methods of teaching foreign languages that were launched by promoting linguistic diversity among citizens of the European Union in the 90s. Since 2005, CLIL has been used as a generic term for content and language-oriented methods. In the Republic of Kazakhstan, the development and support of multilingual education is carried out at the state level, the main vectors of which are aimed at the formation of linguistic diversity, language tolerance in a multi-ethnic space and integration in the world community. CLIL-technology also corresponds to these vectors. The article discusses the results of a questionnaire survey of participants in content and language integrated learning - students of biological educational programs of the pedagogical direction. The questionnaire was conducted in the form of a semi-formalized survey, consisting of socio-demographic and main blocks. The questionnaire was carried out using the Google Forms service, which later made it possible to collect respondents' answers, group them by parameters and demonstrate in a convenient form. Based on the respondents’ answers, the current state of implementation of content and language integrated learning based on biological educational programs of higher education was established, including the use of a foreign and native language, learning materials, as well as effective factors contributing to the teaching of disciplines using CLIL technology. The obtained data showed that when implementing content and language integrated learning, it is necessary to take into account the specifics and recommendations of all participants in this learning.