MEASURING VOCABULARY GAINS THROUGH CLIL: EVIDENCE FROM PICTURE-BASED ASSESSMENT IN MONGOLIAN–KAZAKH BILINGUAL SCHOOLS

Zulmira Jaubai, Gansukh Khiis, Javzandulam Batsaikhan, Gerelmaa Jambaljamts, Sandugash Harii, Tuya Ukhnaa

Abstract


In secondary schools providing bilingual education, the CLIL (Content and Language Integrated Learning) approach was implemented and evaluated. Baseline and post-intervention data were collected through questionnaires, interviews, and standardized tests, including the Peabody Picture Vocabulary Test, which was used to assess the vocabulary development of fourth-grade students. At the baseline stage, the performance levels of the experimental and control groups were comparable, with mean scores of 58.2% and 52.9%, respectively. Following the implementation of the CLIL methodology, results from the post-intervention assessment showed that students in the experimental group demonstrated a 12.4% improvement in vocabulary performance across the two assessment points. This article reports the findings of the study on bilingual students’ vocabulary development as measured by the Peabody Picture Vocabulary Test. The research results have been formally presented to the Ministry of Education and Science, the General Authority for Education, the Mongolian National Institute for Educational Research, and the World Bank.

 

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Keywords


bilingualism, Mongolian language, target language, vocabulary

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i1.6506

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