000			03027nam a22002657a 4500
003			KOHA
005			20241016083542.0
008			240920d2024 cy ||||| |||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3450 _bI48 2024
100	1		_aIlunga, Judith Nshimba
245	1	4	_aTHE USE OF CLIL IN EFL CONTEXT: TEACHER'S PERCEPTION IN CONGO / _cJUDITH NSHIMBA ILUNGA ; SUPERVISOR, ASSOC. PROF. DR. BEHBOOD MOHAMMADZADEH
264			_c2024
300			_a68 sheets; _e+1 CD ROM _c30 cm
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching
520			_aThis study examines the perspectives of Congolese English as a Foreign Language (EFL) teachers on the implementation of Content and Language Integrated Learning (CLIL) in the unique educational context of the Democratic Republic of Congo. Through comprehensive interviews, the research explores the teachers' backgrounds, training, definitions of CLIL, its purpose, and the strategies employed for effective implementation. The findings underscore the intricate nature of CLIL, emphasizing its role in enhancing language proficiency, fostering cultural awareness, and preparing students for real-world challenges and future professions. Teachers emphasize that CLIL surpasses traditional language instruction, cultivating critical thinking, problem-solving skills, and other 21st-century competencies. The study was carried out in Kinshasa, the capital of the Democratic Republic of Congo. The study concentrated on EFL instructors in secondary schools that teach courses using CLIL. The study consists of 35 EFL teachers. The results of the study reveals that CLIL serves as a bridge to overcome language barriers in the linguistically diverse setting of Congo. It is perceived as a tool for mutual understanding, promoting bilingualism, and nurturing a global perspective among students. Beyond language acquisition, CLIL is acknowledged for conveying skills crucial for real-world success, integrating technology for the digital era, and preparing students for leadership roles in a globalized society. Pedagogical implications suggest the need for integrating CLIL into EFL courses, necessitating improved teacher training and access to appropriate language resources. The study advocates for the integration of technology in CLIL, emphasizing seamless curriculum alignment and effective assessment systems. It highlights the transformative potential of CLIL in revolutionizing conventional education, aligning with global education objectives, and empowering students for meaningful contributions to their communities.
650		0	_aEnglish Language _vDissertations, Academic _xStudy and teaching
700	1		_aMohammadzadeh, Behbood _esupervisor
942			_2ddc _cTS
999			_c292811 _d292811