USING SCAFFOLDING IN CLIL TO IMPROVE MATERIAL COMPREHENSION

Tastanov, M.G.; Kurmangaliyeva, А.А.

dc.contributor.author	Tastanov, M.G.
dc.contributor.author	Kurmangaliyeva, А.А.
dc.date.accessioned	2025-05-13T17:05:37Z
dc.date.available	2025-05-13T17:05:37Z
dc.date.issued	2025
dc.identifier.uri	http://localhost:8080/xmlui/handle/123456789/7973
dc.description.abstract	The article examines the impact of the scaffolding method on learning subjects in English within the CLIL framework. The study analyses the key principles of pedagogical support, considers different types of scaffolding, and evaluates its effect on students’ academic performance and motivation. The findings confirm that scaffolded methods enhance comprehension, foster critical thinking, and reduce cognitive load. The research highlights the need for a flexible approach to scaffolding, depending on students’ proficiency levels.	en_US
dc.language.iso	en	en_US
dc.publisher	Publisher of Kostanay Regional University named after Akhmet Baitursynuly	en_US
dc.subject	scaffolding	en_US
dc.subject	CLIL	en_US
dc.subject	language support	en_US
dc.subject	cognitive load	en_US
dc.subject	academic success	en_US
dc.subject	bilingual education	en_US
dc.subject	critical thinking	en_US
dc.title	USING SCAFFOLDING IN CLIL TO IMPROVE MATERIAL COMPREHENSION	en_US
dc.type	Article	en_US