Application of the CLIL method in the classes of Inorganic Chemistry

Abstract

The article considers the features of applying the CLIL method to integrated teaching of Inorganic Chemistry in English. Todevelop students' subject and language skills the content and language integrated learning (CLIL)method was studied in the format of online learning. Inorganic chemistry classesfor first-year students of B012 Chemistry Teacher Training Program group were conducted in online format for the control group, and for the experimental group using CLIL method. Students were selected not randomly, according to English and subject level for experimental work based on entrance control work. In the pedagogical experiment the method of mathematical statistics was used to confirm the reliability of the obtained results and to prove the representa-tiveness of the sample. The validity of the proposed research hypothesis was proved by Student’s t-test method. The levels ofstudents’knowledge are summarized in accordance with learning outcomes according to their competencies. During the lesson, work was carried out on the use of CLIL technology with terminology, glos-sary, and text in English. Students' language competencieswere developed when working with texts and ques-tions in English. The effectiveness of working with terminology, glossary, and Englishtext was determined as a result of a survey of students. The article presents comparative indicators of the midterm control results of students in the control and the experimental group during online format teaching. As a result of a comprehensive study an increase in students' interest in the CLIL method was revealed, which had a positive effect on the educational process.