Keyword: «content and language integrated learning»

The problem of differentiation in groups with a mixed level of foreign language proficiency is one of the most acute in bilingual education. The relevance of the work is justified by the lack of practical research on the use of linguistic differentiation in a bilingual educational environment, since a significant number of studies on differentiated learning focus exclusively on non-linguistic forms of its application. The aim of this article was to discuss the positive results of using translanguaging, as well as the differentiation of learning goals that help overcome certain problems in the process of teaching Humanities to groups with a mixed level of foreign language proficiency. The methodology of this research includes content and language integrated learning, lingual didactics and a person-oriented approach. Linguistic differentiation occupies a central place of the study and is presented in the form of translanguaging. The development of a system of assessments in the experimental work is based on the theories of cognitive and speech development. The practical part of the study includes the application of standardized tests and methods of mathematical statistics. The outcomes of the experimental work described in the article showed that most of the problems that reduced the effectiveness of learning arose as a result of individual differences in students' levels of learning a foreign language and, consequently, in their educational needs. Among the main methods of improving the effectiveness of the educational process were identified: linguistic differentiation in the form of translanguaging and differentiation of learning objectives, also subdivided into subject and linguistic levels. The results of the analysis of the development of subject competence showed that the combination of various forms of differentiation used in the learning process contributed to ensuring sustainable progress in learning educational material for the majority of students with both higher and lower levels of foreign language proficiency. The theoretical significance of the study lies in proving the effective use of translanguaging as a form of linguistic differentiation of instruction. The practical significance of the article is expressed in the description of a number of specific problems that arise in groups with a mixed level of foreign language proficiency in the process of developing subject competences in teaching in a foreign language and the selection of certain differentiated instruction methods that help solve these problems and can be effectively applied in similar situations by other teachers and methodologists.

The article reveals a modern educational approach (Content and Language Integrated Learning), in which a foreign language is used both for studying and teaching another language, and shows the methods of implementation the approach in multicultural regions. It is proved that Сontent and Language Integrated Learning is not just learning in a language, it is learning through a language. The possibilities of an integrative lesson based on fiction and painting are revealed.