Criteria for the preparation of clil training materials for teaching foreign languages

Mironova Irina Nikolaevna

Higher education teachers are professionally responsible for the knowledge of students. The emergence of new methods, approaches to teaching makes us think about classroom practice, about ways to optimize the learning process, which is incredibly useful. CLIL's educational approach, which leads to a dual mode of instruction, focuses on both language and content. To improve both the subject knowledge of students and the knowledge and skills of a foreign language, it is necessary to use high-quality teaching materials. This article discusses the principles of an integrated (content-language) approach to learning (Content and Language Integrated Learning, CLIL), proposes and describes the general criteria for assessing the quality of teaching materials in higher education, which should be applied to the development of materials. The article also provides examples of how to apply each proposed criterion in teaching a foreign language in order to optimize the educational process and improve both subject (professionally oriented) knowledge and foreign language knowledge, skills and abilities of students.

Keywords:Сontent and language integrated learning CLIL, teaching materials, criteria.