Implementing Content and Language Integrated Learning (CLIL) in Teaching English to Non-Linguistic Specialities Students

Abstract

Language, being the main means of communication, is used in all activities of the subject. The task of the teacher is to determine the main educational action and subordinate integrated actions, to model the conditions under which the latter can become the assimilation of the former. The CLIL program sets itself two global goals, namely: a sufficient level of study of a school subject through a foreign language, as well as a deep study of a foreign language through the subjects taught. Thanks to this approach, teaching students in their native and target languages is one continuous process. Foreign language lessons provide the teacher with great opportunities for the implementation of interdisciplinary connections. The article deals with the issues based on implementing content and language integrated learning (CLIL) in teaching English to the students of non-linguistic universities.