Teacher and Student Perceptions of CLIL in Computer Science: Benefits and Challenges in a Trilingual Context
DOI:
https://doi.org/10.5294/laclil.2026.19.1.1Keywords:
English-medium CLIL, computer science, trilingual education, perception, benefits, challengesAbstract
This study examines the perceptions of teachers and students regarding the use of CLIL in the subject of computer science within Kazakhstan’s trilingual education context. Utilizing a convergent parallel mixed-methods design, the research aims to identify the benefits and challenges encountered by stakeholders in CLIL classrooms. The study underscores the importance of learning computer science through English as a medium of instruction using CLIL. The findings highlight that both teachers and students value English-medium CLIL for its enhancement of content knowledge over language skills. Additionally, the results indicate the influence of external summative assessments on emphasizing academic language development. Contrary to common literature, the frequently mentioned challenge of resource scarcity in CLIL education is deemed less significant due to collaborative efforts among teachers to develop resources. Examining the practices of flagship schools helped identify effective strategies for addressing challenges in CLIL environments.
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