Abstract:
Content and Language Integrated Learning is a response to the market need for specialists with knowledge
foreign language skills, ready for effective communication in an international professional or academic environment.
CLIL methodology of teaching specialized subjects in a foreign language has a number of specific features, including
high cognitive load that learners experience. The article discusses the goals, didactic principles and methodologies of
Content and Language Integrated Learning. The author analyzes such concepts as «hard» and «soft» CLIL. It is noted
that the practical application of the soft CLIL methodology in integrated classes is effective, productive and produces
certain results, introduces variety and creativity into the educational process, motivates not only students, but also
teachers for the further use and promotion of this methodology. In our opinion, the CLIL method significantly increases
motivation for language learning, since language is not a goal, but a means of studying another subject. First of all,
a foreign language is used to discuss the content of the subject being studied in order to deepen its understanding.
Students learn to express themselves through a foreign language, thereby acquiring fluency and literacy. This technique
allows students to develop linguistic skills and communicative competencies in a non-native language. The article
discusses the competencies that teachers must have for the successful implementation of subject-language integrated
learning. The use of Content and Language Integrated Learning requires thorough, labor-intensive preparation from the
teacher. Moreover, this process dictates the need for constant creative search. It is noted that this approach is of interest
to foreign language teachers working at universities and implementing programs for studying a professional version of
a foreign language.
