The CLIL (Content and Language Integrated Learning) methodology is not an ordinary language teaching method, since the language is a tool through which the content of the studied subject is transmitted. By teaching subject content through an additional language, NIS (Nazarbayev Intellectual Schools) aims to build a school environment that supports the learning of both subject content and language. Each subject has its own register of language that can be referred to as the ‘academic language’ of that subject. Academic language is a key tool used for learning subject content and for improving the capacity to think about and work with subject content concepts. Most learners learning through an additional language require support throughout their education to become proficient users (of third language) academic language, and to become proficient learners of subject content through an additional language. In a trilingual education context, the development of first language academic language also requires systematic attention to ensure that the reduced time allotted to learning through the first language is used effectively and efficiently. The purpose of this paper is to report the results of a study on the role of the teacher in teaching physics in the third language according to the CLIL methodology of the NIS PhM (Nazarbayev Intellectual School of Physics and Mathematics) Taraz. The paper briefly discusses the CLIL methodology, a review of research based on observation, a questionnaire and interviews of students and teachers. This research focuses on the role of the physics teacher and its main characteristics in the context of CLIL (Katarzyna Papaja Universytet Slaski, 2013).

The research was conducted in high school in Nazarbayev Intellectual School of Physics and Mathematics in Taraz , where subjects such as: physics, chemistry, biology and computer science in high school are taught in English (Kazakhstan Ministry of Education and Science n.d.). Once the content and language goals were chosen, the collaborative planning of the lessons was held under the supervision of international colleagues who are language experts. This group consisted of 4 local and 2 foreign Physics teachers and they tried to foresee the possible language difficulties of our students in mastering the subject material and providing support for "removing" these difficulties through thorough planning. None of these teachers had an additional university education in English . All of them finished and courses in English language and passed an IELTS exam ( International English Language Testing System ), which allowed them to teach physics in English. All of the teachers completed preparatory courses organized by the Nazarbayev Intellectual Schools autonomous organization for education by CLIL four teachers in Kazakhstan and two teachers in England. During the study, all teachers involved in teaching underwent sessions of interviews.

CLIL teachers have an important role in helping all those involved in CLIL to realize these potential benefits. In order to maximize the language learning and subject learning potential of CLIL, they need to develop a range of skill. All interviewed teachers agreed that they need to improve the English language proficiency of the teachers themselves, as well as students. Teachers participating in CLIL recognized the need to change the familiar teaching methods that can be used in L1 (Kazakh Language) when learning the same content in L3 (English Language). Through CLIL, teachers help learners to develop intercultural awareness: they learn about ideas and communicate with people from other cultures. Learners can develop and explore different, international perspectives on the subjects they are learning. Material in the target language may contain cultural information or attitudes which are new to the learners and the teachers (CLIL Activities with CD-ROM A Resource for Subject and Language Teachers. AUTHORS Liz Dale, Rosie Tanner, Cambridge University press, 2013).

1. Katarzyna Papaja Universytet Slaski, 2013. 2. Kazakhstan Ministry of Education and Science (n.d.). Trilingual Education. Retrieved 19 June 2017 from http://edu.gov.kz/ru/faq/trehyazichnoe-obrazovanie 3. CLIL Activities with CD-ROM A Resource for Subject and Language Teachers. AUTHORS Liz Dale, Rosie Tanner, Cambridge University press, 2013 4. Jussambayev M. (2018). Developing integrated Physics lessons in English language as L3 for secondary students of Nazarbayev Intellectual Schools (NIS) in Kazakhstan. European Educational Research Association. Retrieved 24 Octoder 2018 from https://eera-ecer.de/ecer-programmes/conference/23/contribution/44334/