Keyword: «content and language integrated learning (clil)»

Recently, there has been a search for ways to optimize language education in connection with the demand for using a foreign language as a means of communication in various subject areas, not only in linguistic sphere. In this regard, the idea of integration and implementation of interdisciplinary links with other disciplines in the practice of teaching becomes especially relevant. Content and language integrated learning is an innovative technology that allows us to simultaneously develop foreign language communicative competence, expand knowledge and improve skills in the chosen subject area. The article presents a variant of integrated teaching of English using history and culture-related materials with a focus on the implementation of this teaching in high school as part of extracurricular activities, electives, etc. The emphasis on working with high school students is made, firstly, because of their sufficient level of language proficiency to understand authentic historical texts, and secondly, because of the relevance of general cultural competence and interdisciplinary skills that will be especially needed in the future professional education for this particular age group. Thus, the purpose of the study is to substantiate the introduction of an integrated English language teaching course using history and culture-related materials to optimize the formation and development of interdisciplinary skills and to systematize the potentials for implementing this process. The leading approaches underlying the study are integrated-skills approach, competence-based, personality-oriented and activity-centered approaches. The main results presented in the article include the interdisciplinary skills singled out for this study that will be developed through the integration of two or more disciplines, in our case the humanities, as well as the description of the conceptual foundations of integrated English and history learning. The theoretical significance of the article is to justify the introduction of content and language integrated learning into school practice based on correlation with the results of the main educational program, namely personal, meta-subject and subject results, indicated in the federal state standards of school education. The practical significance is reflected in the description of the potentials of using integrated teaching of English and history in high school.