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

Forfattere

  • Zulmira Jaubai Mongolian National Institute for Educational Research, Mongolia
  • Gansukh Khiis Mongolian National Institute for Educational Research, Mongolia
  • Javzandulam Batsaikhan Mongolian National University of Education, Mongolia
  • Gerelmaa Jambaljamts Mongolian National Institute for Educational Research, Mongolia
  • Sandugash Harii Citi University, Mongolia
  • Tuya Ukhnaa Mongolian National Institute for Educational Research, Mongolia

DOI:

https://doi.org/10.46827/ejes.v13i1.6506

Nøgleord:

bilingualism, Mongolian language, target language, vocabulary

Resumé

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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Forfatterbiografier

  • Zulmira Jaubai, Mongolian National Institute for Educational Research, Mongolia

    Zulmira Jaubai is a researcher at the Mongolian National Institute for Educational Research under the Ministry of Education of Mongolia. She specializes in education for students with diverse learning needs and conducts research on bilingual education for Kazakh children, a national minority group in Mongolia. She is currently a PhD candidate at the National University of Mongolia.

  • Gansukh Khiis, Mongolian National Institute for Educational Research, Mongolia

    Dr. Gansukh Khiis is a senior researcher at the Mongolian National Institute for Educational Research under the Mongolian Ministry of Education. Her research focuses on bilingual education and the education of minority group children, with a particular emphasis on the challenges faced by Tuvan children. Dr. Khiis has contributed to national-level educational reform as a member of the curriculum reform team and has been actively involved in the development of primary and secondary education textbooks for children from minority backgrounds. Her work continues to address critical issues of equity, inclusion, and cultural preservation in education.

    ORCID: https://orcid.org/0000-0002-9983-1781

  • Javzandulam Batsaikhan, Mongolian National University of Education, Mongolia

    Dr. Javzandulam Batsaikhan serves as Chair of the Child Development Research Department at the Mongolian National University of Education. She teaches courses in Qualitative Research in Education, Action Research, and Quantitative and Qualitative Research Methods. Her research focuses on child learning and development, contextual issues in learning and teaching, preschool education curriculum, and the professional development of pre-service and in-service teachers.

    ORCID: https://orcid.org/0000-0002-3267-0012

  • Gerelmaa Jambaljamts, Mongolian National Institute for Educational Research, Mongolia

    Gerelmaa Jambaljamts is a Research Fellow at the Mongolian Language and Literature Research and Methodology Center, Mongolian National Institute for Educational Research under the Mongolian Ministry of Education. With 27 years of experience in the education sector, she has served in her current role since 2018. She holds an M.A. in Linguistics and is currently a Ph.D. candidate at the Mongolian University of Science and Technology. Her research focuses on identifying and leveling children's academic vocabulary, with recent interests in Mongolian as a heritage language for bilingual children.

    ORCID: https://orcid.org/0000-0002-8087-6285

  • Sandugash Harii, Citi University, Mongolia

    Dr. Sandugash Harii is a faculty member at the School of Education, City University. She teaches courses in Education Studies, Child Language Development, Child Health, and topics related to bilingual education. Her research focuses on bilingual education, language acquisition, pedagogical strategies for multilingual classrooms, child development, and early childhood health and learning. She is particularly interested in the professional development of pre-service and in-service teachers in bilingual and multilingual educational settings.

    ORCID: https://orcid.org/0009-0007-6156-6867

  • Tuya Ukhnaa, Mongolian National Institute for Educational Research, Mongolia

    Dr. Tuya Ukhnaa is a consultant at the Mongolian National Institute for Educational Research. Her research focuses on education law, human rights, and civic education. She has contributed as an author and editor to approximately 20 textbooks in history, literature, and social studies for general education schools. Dr. Tuya has completed professional development programs in the Russian Federation, Hungary, Germany, and Japan in the areas of human rights education, teacher professional development methodologies, textbook management, and civic education.

    ORCID: https://orcid.org/0000-0001-7761-0980.

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Publiceret

2026-01-28

Nummer

Årg. 13 Nr. 1 (2026)

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