The importance of CLIL method in improving professional English teaching technologies in non-philological educational directions

Аннотация

The article discusses the CLIL (Content and language integrated learning) method, one of the modern approaches to professionally oriented foreign language teachning. Based on this method, exercises and tasks aimed at professionally mastering a foreign language are developed. This process, of course, is carried out on the basis of integration of foreign languages with specialized subjects. It is also shown by examples that this method can be effectively used in the field of art. Keywords: Methods, skills, abilities, integration of science and education, culture, education, specialty, educational goals. foreign language in the same educational Introduction: In non-philological areas of education, environment.” [1] innovative approaches to teaching a foreign language with a focus on the profession, the use of new MAIN PART. The term CLIL was proposed by David pedagogical technologies, and new teaching methods Marsh in 1994, and initially this term denoted the can help to effectively organize the educational process of teaching subjects or some of their parts in a process. foreign language. In 1996, CLIL began to be introduced in Finland and the Netherlands, and in 2005, the Practice shows that due to the lower level of language European Commission recommended the use of the preparation of students in non-philological education, CLIL model in foreign language teaching in the as well as the presence of students with mixed abilities European Union. CLIL technology is also successfully and different levels of knowledge in the same academic used in Europe, some countries in Africa and Asia. group, students in such a group face more difficulties in acquiring the language. In this case, the foreign This technology has been studied in the works of E. language teacher is faced with the tasks of choosing Gavrilova (2016, 2019), K. V. Trostina (2016), D. methods suitable for the audience, overcoming Lazagabaster (2015), A. E. Zubkova (2020), A. I. communication difficulties that arise during classes, Milovidova (2018, 2019, 2020), R. G. Gusev (2020, and explaining to students the importance of a foreign 2021), O. O. Zakharova (2021), and others. language in their future careers. In this case, it would RESULTS AND DISCUSSIONS. CLIL (Content and be appropriate to use one of the relatively new language integrated learning) is one of the modern methods, CLIL (Content and Language Integrated approaches to teaching a foreign language with a Learning), to solve the tasks set. In this regard, Zarina professional orientation, the purpose of this method is O.A., Inyutochkina A.D. express the following opinion: to form professional communicative competence in a “These goals can be achieved using the innovative CLIL foreign language of students of non-philological (Content and Language Integrated Learning) education. Based on this method, exercises and tasks technology. This technology allows students to form aimed at professionally mastering a foreign language and develop general educational knowledge and skills, are developed. This process, of course, is carried out on as well as develop communicative competence in a International Journal of Pedagogics 216 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) the basis of integration of foreign languages with • asking students questions to activate their knowledge specialized subjects. of the material covered, creating a topic-specific environment through brainstorming; The main principles of the CLIL methodology were developed by D. Coyle and are expressed by the • using contexts that encourage students to use the abbreviation "4C". This abbreviation is formed from the topic being covered in real-life situations outside the initial letters of the words Content, Communication, classroom; Cognition and Culture. A brief description of the • teaching the planned material in small parts; principles of the CLIL methodology can be given as • showing examples of solutions to tasks and follows: assignments to ensure correct work; content: developing knowledge, skills, and • reviewing key words on the topic with students in competencies within a subject area; advance, offering students to compile their own communication: using a foreign language in the dictionaries (in the form of a notebook) before the start teaching of a subject area; of CLIL lessons; cognition: developing a general understanding of the • using graphs, diagrams, pictures and gestures to world, critical thinking, and problem-solving skills; provide visualization, which is important in learning a culture: understanding oneself as part of a culture and foreign language; understanding alternative cultures.[2] Despite the fact that a number of studies have been This approach turns English into a tool for mastering conducted on the implementation of the CLIL method the subject, rather than an object of study. in the educational process, there has not yet been enough research on the use