LANGUAGE AND DISCIPLINARY KNOWLEDGE: APPLYING THE CLIL TECHNOLOGY TO ENGLISH LANGUAGE TEACHING FOR HISTORY STUDENTS

Abramova Viktoriia S.

This paper analyzes the application of Content and Language Integrated Learning (CLIL) technology to enhance professional foreign language communication among history students. The author provides a theoretical framework and proposes a practical system of exercises designed for discussing historical phenomena, which includes a five-stage lesson model (introduction, presentation, analysis, interaction, and reflection). The emphasis is placed on the use of authentic materials (research articles, video content) and digital teaching platforms. The results of the experimental training demonstrated a significant improvement in the students' communicative skills across various types of speech activity: speaking, listening, reading, and writing. The most notable outcomes were achieved in the acquisition of foreign language professional vocabulary and the development of skills for using digital resources to search for historical content.

Keywords:History education, the English language, the Content and Language Integrated Learning (CLIL) approach, foreign language professional communicative competence, specialized vocabulary