Didactic and methodical principles of content and language integrated learning

Foreign professional competence is one of the most important ones due to the modern requirements for technical university graduates. The contradiction between the demand for specialists who speak a foreign language at a professional level and the insufficiently developed methodology for the formation of a foreign professional competence caused the problem related to the peculiarities of teaching a foreign language in a technical university. The purpose of the research is to consider the content and language integrated learning (CLIL) method and to identify elements of the method that correlate with the requirements of the Federal State Educational Standard of Higher Education. In the course of the research the scientific literature on the stated topic has been analyzed, the activities of foreign language teachers and students have been monitored, and the results have been compared. The object of the research is the process of teaching a foreign language at a technical university. The subject of the research is the methodology for the formation of a foreign professional competence. The author adapts David Marsh’s CLIL technology for studying school subjects in the foreign language to the conditions of teaching a foreign language at a technical university. The principle of equal integration of a Foreign language and discipline of specialty is modified with priority in the direction of the linguistic component. Particular attention in the developed system is given to textual activity. As a result of the research the principles of application of this technology in teaching a foreign language for special purposes have been developed; the requirements for working with foreign language professional texts have been justified; the hypothesis about the effectiveness of CLIL-technology has been empirically confirmed. Application of the proposed modification of CLIL-technology in teaching a foreign language in a technical university will help to optimize the process of formation of foreign professional competence (FPC) of students.

CLIL, предметно-языковое интегрированное обучение, образовательный контекст, принципы обучения, дидактика дисциплины, когнитивная академическая языковая компетенция, основная единица познания, стратегии чтения, деловые ситуации, обучающая среда, CLIL, content-language integrated learning, educational context, teaching principles, discipline didactics, cognitive academic linguistic competence, basic unit of cognition, reading strategies, business situations, learning environment

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