Teacher and Student Perceptions  of CLIL in Computer Science: Benefits  and Challenges in a Trilingual Context

Gulmira Kussaiynkyzy; Ida Dringó-Horváth

doi:10.5294/laclil.2026.19.1.1

Autores/as

Gulmira Kussaiynkyzy Autor/a Eötvös Loránd University https://orcid.org/0000-0001-9064-7198
Ida Dringó-Horváth Autor/a Károli Gáspár University of the Reformed Church in Hungary https://orcid.org/0000-0002-5246-7097

DOI:

https://doi.org/10.5294/laclil.2026.19.1.1

Palabras clave:

CLIL en inglés, informática, educación trilingüe, percepción, beneficios, retos

Resumen

Este estudio investiga las percepciones de profesores y alumnos sobre el uso de CLIL en la asignatura de Informática en el contexto educativo trilingüe de Kazajistán. Mediante un diseño convergente de métodos mixtos paralelos, la investigación tuvo como objetivo identificar las ventajas y los retos a los que se enfrentan las partes interesadas en las aulas CLIL. El estudio subraya la importancia de aprender informática a través del inglés como medio de instrucción utilizando el enfoque CLIL. Los resultados ponen de relieve que tanto los profesores como los estudiantes valoran el CLIL en inglés por su mejora del conocimiento de los contenidos que por las habilidades lingüísticas. Además, los resultados indican la influencia de las evaluaciones sumativas externas en el énfasis en el desarrollo del lenguaje académico. Contrario a lo que se suele decir en la literatura, el reto de la escasez de recursos en la educación CLIL, que se menciona con frecuencia, se considera menos significativo debido a los esfuerzos de colaboración entre los profesores para desarrollar recursos. El examen de las prácticas de las escuelas emblemáticas ayudó a identificar estrategias eficaces para abordar los retos en los entornos CLIL.

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