Marina Sergeeva

This article is devoted to the analysis of procedural characteristics of the three main approaches to foreign languages teaching in non-linguistic universities – vocationally-oriented (English for specific purposes – ESP), which is predominant nowadays in the Russian professional linguodidactics, communicative approach (Communicative language teaching – CLT), which is widely used in teaching general English and integrated learning of foreign language and professional disciplines (Content and language integrated learning – CLIL), which popularity in the academic sphere is only growing. The timeliness of this topic lies in the fact that despite having many foreign research studies in the field of using CLIL as well as Russian works on the modelling CLIL in the universities there is still a lack of practical implications studies. In our opinion, it is the lack of certain guidelines and ready-made solutions in integrating language and content in the university that hinders the implementation of this promising approach in higher education in Russia. Consequently, authors set a goal to give a procedural characteristic to the three approaches focusing in CLIL as well as to illustrate them with the certain practical example in order to show similarities and differences in practical implementation of these approaches. To do this authors have chosen a certain content and specific language to teach and on the basis of given analysis compiled procedural characteristics for each. In conclusion the analysis of results is given, the grounding for the similarities and differences in practical implementation is found. Authors have come to the conclusion that such information can be useful for the newcomers in CLIL, willing to shift from traditional ESP and CLT to a new approach, as the article gives the chance to compare not only theoretical and methodological basis of the three approaches, but also the ways of their implementation. Moreover, procedural characteristics can be used by teachers practicing CLIL in order to have a tool for self-control and further self-development.