Email this article Features of the implementation of the CLIL-course “Foreign Language in the Professional Sphere” for students of non-linguistic programmes
- Authors: Amerkhanova O.O.1
-
Affiliations:
- The Russian Presidential Academy of National Economy and Public Administration
- Issue: Vol 26, No 192 (2021)
- Pages: 33-43
- Section: THEORY AND METHODS OF FOREIGN LANGUAGE TEACHING
- URL: https://journals.rcsi.science/1810-0201/article/view/298383
- DOI: https://doi.org/10.20310/1810-0201-2021-26-192-33-43
- ID: 298383
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Abstract
Content and language integrated learning as one of the modern approaches to foreign language teaching for communication in the professional sphere is becoming more and more widespread in Russian universities. This approach is characterized by one distinctive characteristic – the dual purpose of learning. On the one hand, the CLIL course is aimed at the formation of professional foreign language communicative competence of students of a non-linguistic university. On the other hand, the CLIL course is aimed at students studying a specialized discipline, which serves as a subject-thematic core, on the basis of which exercises and tasks are developed, aimed at achieving the first goal – mastering a foreign language in the professional sphere. However, despite the didactic potential of integrated learning, the practice of applying the approach is rather limited. Based on the analysis of methodic works devoted to the description of the experience of Russian universities in the implementation of the methodology of content and language integrated learning, the experience of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation in the implementation of CLIL courses is presented. The relevance of content and language integrated learning is described, and a number of key aspects of the development and implementation of CLIL courses in Russian universities are considered. These include: 1) selection of the subject-thematic content of the CLIL-course; 2) development of training materials for the CLIL-course; 3) professional development of the CLIL-course teacher and his motivation; 4) the level of students’ proficiency in a foreign language. Each of these aspects is described in detail in the work.
About the authors
O. O. Amerkhanova
The Russian Presidential Academy of National Economy and Public Administration
Author for correspondence.
Email: amer_oks@mail.ru
ORCID iD: 0000-0003-4119-561X
Candidate of Pedagogy, Senior Lecturer of Language Training of Public Administration Personnel Department
82-1 Vernandskiy Ave., Moscow 119571, Russian FederationReferences
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