Features of using the method of content and language integrated learning (CLIL) in order to activate foreign language training for graduate students of nonlinguistic universities

Feopentova Svetlana V., Lyamina Irina M., Belyayeva Tatyana K.

This article presents the results of a study aimed at establishing the specifics of using the content and language integrated learning (CLIL) method to activate foreign language teaching for master's students of non-linguistic universities. In the context of the given topic, interdisciplinary issues of humanitarian knowledge related to professionally-oriented training and teaching professional disciplines through a foreign language are considered. Proposals on the construction of CLIL-maps and models of CLIL implementation of the method in the work of students of non-linguistic areas of training on research projects, the structure, the content and a number of other accompanying educational process of the practical aspects of using the studied method are scientifically substantiated. Special attention is paid to the fact that CLIL occupies a specific niche in University practice, the formation of which is significant and becomes possible thanks to teachers who are equally proficient in their professional discipline and a foreign language. The results of the research allow us to draw a conclusion about the demand for content and language integrated training, which contributes to the creation of the most favorable conditions for the effective development of professionally significant information of disciplines of various cycles through a foreign language.

Keywords:subject-language integrated learning (CLIL) method, foreign language, undergraduates, professional education, CLIL-map, model, research projects.