FEATURES OF THE PRACTICAL APPLICATION OF CLIL METHODOLOGY IN LEARNING A FOREIGN LANGUGE FOR SPECIFIC PURPOSES

Abstract

This article analyses the practical application of CLIL methodology in the teaching of the subject ‘Foreign Language for Professional Purposes’ to higher education students in non-language-related disciplines. The relevance of the study stems from the need to modernize the educational process in higher education institutions, which involves combining professional training with the development of foreign language communicative competence among future specialists. The study examines the theoretical foundations of the CLIL methodology, outlines its main principles and describes the prerequisites for its effective implementation in the educational process.
The aim of this article is to review the practical application of CLIL as an innovative method in practical classes for the subject ‘Foreign Language for Professional Purposes’.
This study examines the following key concepts: foreign language communicative competence, foreign language for professional purposes, professional communication, integrated learning, methodology, and CLIL.
The article explores the essence of the CLIL methodology as an integrated didactic approach, through which a foreign language is used as a tool for acquiring the subject-specific content of academic disciplines. Particular attention is paid to the possibilities for the practical implementation of this method during practical sessions in foreign languages for professional purposes. The author provides examples of tasks aimed at integrating language training with professional knowledge, including exercises for terminology acquisition, analysis of specialist texts, problem-based and situational tasks, diagram description, mini-projects and role-plays.
The paper argues that the use of the subject-language integrated approach helps to boost the motivation of higher education students, develop their communicative and cognitive skills, and foster professional foreign-language competence and critical thinking. It concludes that there is a case for the further implementation of this methodology in the educational process.