Structure of classes based on CLIL technologies in a non-linguistic university

Ponomareva Alisa Vladislavovna, Yakovlva Ekaterina Nikolaevna

Globalization processes and active international cooperation in various spheres of professional activities from space exploration to tourism and trade require knowledge of foreign languages at Upper-Intermediate level or higher. Content and Language Integrated Learning (CLIL) educational technologies which promote development of foreign language and linguistic-information competencies in the field of professional communication have proven to be the most effective method of improving the level of proficiency in the target language in a non-linguistic discipline. CLIL technologies include a wide variety of methods ranging from exposure to the language environment in a foreign country with subject teachers to studying a discipline in a non-linguistic specialty in a foreign language at a local university. Both technologies involve the study of the subject through the language or discourse of the specialty, which correlates with the theory of Systemic functional linguistics and educational science. Proficient level of language competence within the framework of major subjects can be achieved in higher education institutions with a combination of language and subject knowledge often used in the course of study where the target language is a means of professional communication rather than an object of analysis.

Keywords:CLIL, Content and Language Integrated Learning, content, non-linguistic university, bilingual education, content and language learning, communication, approach, linguistic competence.