Key Principles and Motives for The Introduction of Subject-Language Integrated Learning (CLIL)

Аннотация

The article discusses the basic principles and motives for the introduction of subject-language integrated learning (CLIL), which is an innovative approach to education with a dual focus on learning subject content and a foreign language at the same time. Special attention is paid to the methodological foundations of CLIL, such as multiple focus, authenticity, active learning, scaffolding strategy, and collaboration. The historical background of the CLIL is analyzed, as well as modern models and principles, including the 4C model (content, communication, cognition and culture). The role of language support in the successful implementation of subject-language integrated learning and the importance of interaction between linguistic teachers and subject specialists in order to achieve a holistic educational result are discussed. Keywords: CLIL, subject-language integrated learning, integration of content and language, scaffolding strategy, 4C model, language support. disciplines, including theology, botany and zoology. If Introduction: One of the effective approaches used in the teachers of that time followed the principles of European educational practice for teaching students CLIL, they simultaneously ensured the assimilation of subject content in a foreign language is integrated the Sumerian language and the subject matter. subject and language learning — Content and Language Integrated Learning (CLIL), hereinafter referred to as The use of an additional language for educational CLIL. CLIL is a modern teaching methodology with a purposes was not alien to the Roman civilization either. dual focus, where a foreign language serves both as a So, about two thousand years ago, after the means of teaching and an object of study. Thus, within incorporation of Greece into the Roman Empire, the the framework of CLIL, both the content of the Greek language, along with culture, penetrated into academic discipline and a foreign language are Roman society. The Romans taught their children simultaneously mastered. These two components do Greek to give them access not only to the language, but not separate, but interact throughout the learning also to prospects for social and professional growth. process, although the emphasis may shift depending on This historical example has been repeatedly the goals of a particular lesson. The term "integrated reproduced in various parts of the world and is subject and language teaching" was officially especially relevant today in the context of global introduced in 1994 to denote and describe the English language learning. innovative experience of European schools that used The expression "use language to learn and learn an additional language as a means of teaching [ 1, p. 3]. through language," proposed by David Marsh, has Interestingly, the origins of CLIL can be traced back for become widely known as the CLIL motto and is almost 5,000 years. One of the first examples of this mentioned by Phil Ball, the author of numerous works practice was recorded in Mesopotamia (the territory of on education in second and third languages. According modern Iraq), where the Akkadians, having conquered to him, CLIL has high potential as an educational the Sumerians, sought to master their language. For methodology, as it combines subject and language this purpose, the Sumerian language began to be used learning in a single educational process [2, p. 45]. To for educational purposes in teaching Akkadians various implement an integrated approach, it is important to International Journal of Pedagogics 280 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) follow a number of principles formulated by leading century and intercultural awareness. Due to historical experts in the field of bilingual and multilingual background, methodological thoughtfulness and learning, including Peter Mehisto, David Marsh and modern research, CLIL has become an integral part of Maria Frigols [3, p.113] They identify the following key European educational systems and continues to features of the CLIL methodology: multiple focus, a rich develop as an effective tool for bilingual education. educational environment, an orientation towards One of the effective methods of teaching disciplines in authenticity, active student participation, the use of a a foreign language in the European educational space "scaffolding" strategy (step-by-step support) and is the integration of subject and language learning, collaboration. Let's take a closer look at each of these referred to by the abbreviation CLIL (Content and components. Language Integrated Learning). This approach represents a modern form of educational process Multiple focus involves: (parallel learning of the organization in which a foreign language is used both language and the subject; mastering the discipline as a means of learning a discipline and as an object of through the prism of language; interdisciplinary study. In such tr