Keyword: «content and language integrated learning»

This article is devoted to the problem of modelling content and language integration in a non-linguistic university. The timeliness of this topic stems from several factors. Firstly, nowadays the need in a well-trained highly-qualified specialist who is able to speak a foreign language in his/her professional field for further education, actualizing his/her knowledge within a lifetime and exchanging his/her professional experience is evident to all. Secondly, due to the Bologna requirements university instruction should encourage students’ academic mobility, while Russian higher education ought to take the internationalization path. Thirdly, more and more university instructors consider content and language integration as an option to raise the efficiency of using a small number of class hours given to foreign language teaching as well as to make teaching special subjects more modern and up-to-date. Modelling content and language integration in higher schools is a challenge as there are many faces of content and language integrated learning and not every way of its implementation can successfully be incorporated into academic environment. Besides, the choice of the very specific model will allow to set the right context for content and language integration in the university as well as to facilitate the further planning process. The aim of this paper is to analyze the existing models of content and language integration, make a decision and ground the choice of the most suitable model for a non-linguistic university. To reach this goal the comparative analysis of all described in the literature models of content and language integration was conducted, then they were grouped into four categories, described in detail, further their key features, benefits and drawbacks for university usage were singled out. As a result, the author has made a thoughtful choice of the most suitable model of content and language integration for a non-linguistic university. In conclusion, the article states the possibility of using these results for further modelling and planning the integration of foreign language and subject disciplines in a non-linguistic university.

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.

In the modern educational space of a technical university, a foreign language serves as an instrument of international communication for future specialists. The article discusses the problems of introducing Content and Language Integrated Learning (CLIL) in Russian universities. The prospects of teaching teachers of higher education of a new model of vocational training are analyzed. The problems of creating a new generation of textbooks that focus on the integration of subject and language are presented. When conducting such CLIL classes, it is necessary to take into account not only the leading perceptual modality of students, but also clip thinking. This allows the formation of meta-subject and intercultural competencies, as well as the basic skills (creativity and cooperation) that a future specialist needs to compete in the labor market. All this helps to develop just the synergistic CLIL learning model.

In this article, the author reviews the experience of Russian and foreign higher educational institutions in the application of the Content and Language Integrated Learning approach in teaching a foreign language to students of natural and technical fields.

In the context of the effective implementation of bilingual and multilingual education strategies in the Republic of Tatarstan, the present study draws attention to the initiated project «Teacher-Bi- and Multilingual» launched in 2018 at Kazan Federal University. The primary objective of the project is to prepare subject teachers capable of conducting educational activities in three languages and knowing the theoretical and practical foundations of bilingual and multilingual education. The article highlights the necessity for the transformation of didactic support to prepare teaching staff that takes into account the peculiarities of the multilingual educational environment. The existing material, targeting monolingual educational institutions, does not contribute to the effective work of educators in a multilingual environment. Therefore, the author proposes supplementing the set of universal and general professional competences with a special multilingual subject-methodological competence. The research aims to develop a set of measures for forming multilingual subject-methodological competence and evaluate its effectiveness. The study involved an analysis of domestic and foreign scientific literature on the topic, emphasizing accumulated experience in preparing specialists and teachers in multilingualism based on contemporary scientific and methodological approaches. Works dedicated to the formation of subject-specific language competence, the methodological creativity of inventive foreign language teachers, and the development of multilingualism in students of linguistic universities were also considered. The developed set of measures for forming multilingual subject-methodological competence in preservice subject teachers in a multilingual educational environment was pilot tested. The experiment took place over five years at the Institute of Philology and Intercultural Communication of Kazan (Volga Region) Federal University, involving 72 fifth-year students enrolled in multilingual educational programs. The main experimental method included diagnosing the level of competence formation using the international exam Teaching Knowledge Test – CLIL, adapted to the Russian language. The results analysis showed that the majority of participants in the experiment demonstrated an advanced level of multilingual subject-methodological competence. However, students found it challenging to conduct classes using the CLIL methodology due to a lack of practical skills in this area. It is recommended to pay special attention to developing practical skills in preservice subject teachers engaged in multilingual educational programs so that they can successfully apply multilingual methodology in their pedagogical agency. The results of the study will help determine the effectiveness of the proposed measures and their applicability in the multilingual educational environment.