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Journal articles on the topic 'Content language integrated learning'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Sándor, Gabriella. "Content and language integrated learning." International Journal of Multilingualism 10, no. 1 (2013): 130–31. http://dx.doi.org/10.1080/14790718.2012.665454.

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Dalton-Puffer, Christiane, and Tarja Nikula. "Content and language integrated learning." Language Learning Journal 42, no. 2 (2014): 117–22. http://dx.doi.org/10.1080/09571736.2014.891370.

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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.

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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual a

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Gawlik-Kobylińska, Małgorzata, and Monika Lewińska. "Content Language Integrated Learning in Polish Higher Military Education." Connections: The Quarterly Journal 13, no. 3 (2014): 105–15. http://dx.doi.org/10.11610/connections.13.3.06.

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Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.

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This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessmen

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Hunter, Moira, and Gale Parchoma. "Symposium 3: Content and Language Integrated Learning." Proceedings of the International Conference on Networked Learning 8 (October 14, 2024): 514–21. http://dx.doi.org/10.54337/nlc.v8.9129.

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European policies mandate encouraging plurilingualism in a digitally enhanced world. This mandate is placing increased demands on higher educational practitioners and institutions to prepare today’s learners with new linguistic skills. Content and Language Integrated Learning (CLIL) policy appears to resonate strongly with European aspirations and goals of educating citizens and promoting lingual diversity, pluriculturism, and mobility within the European Union. Whilst offering a potential solution through the interweaving of content and language in a dual-focused educational approach, CLIL is

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Ahmadova, Fagana. "Content and language integrated learning (CLIL)." Filologiya məsələləri Journal of Philological Issues, no. 7 (2024): 183. http://dx.doi.org/10.62837/2024.7.183.

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Busse, Vera. "CLIL: Content and Language Integrated Learning." System 39, no. 1 (2011): 123–25. http://dx.doi.org/10.1016/j.system.2011.01.001.

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Paran, A. "CLIL: Content and Language Integrated Learning." ELT Journal 67, no. 1 (2012): 137–41. http://dx.doi.org/10.1093/elt/ccs072.

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Fernández Fernández, Raquel. "CLIL. Content and Language Integrated Learning." Pulso. Revista de educación, no. 33 (October 30, 2010): 241–43. http://dx.doi.org/10.58265/pulso.5026.

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Rafailovna, Tashmatova Gulnara. "Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 118–22. http://dx.doi.org/10.37547/tajssei/volume03issue06-20.

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The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely

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LEVCHYK, IRYNA. "CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2022): 169–76. http://dx.doi.org/10.25128/2415-3605.22.1.20.

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The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of compr

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KARAPETJANA, INDRA, and GUNTA ROZIŅA. "Implementation of Content and Language Integrated Learning at Schools in Latvia." Issues and Ideas in Education 5, no. 2 (2017): 175–84. http://dx.doi.org/10.15415/iie.2017.52011.

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Shykun, Alla. "Content and language integrated learning: enhancing language acquisition and content understanding." International Science Journal of Education & Linguistics 2, no. 4 (2023): 39–44. http://dx.doi.org/10.46299/j.isjel.20230204.05.

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Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content understanding. The benefits of CLIL include enhanced language acquisition, improved content understanding, increased motivation and engagement, and the development of cultural and intercultural competence. Research has shown that CLIL students demonstrate improved

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Morgan, Carol. "Appropriate language assessment in content and language integrated learning." Language Learning Journal 33, no. 1 (2006): 59–67. http://dx.doi.org/10.1080/09571730685200121.

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Caoimhín Ó Dónaill. "Multimedia-Assisted Content and Language Integrated Learning." Multimedia-Assisted Language Learning 16, no. 4 (2013): 11–38. http://dx.doi.org/10.15702/mall.2013.16.4.11.

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Madaminova, Moxlaroyim Rustambek qizi. "CONTENT AND LANGUAGE INTEGRATED LEARNING IN BILINGUAL." ACADEMIC RESEARCH IN MODERN SCIENCE 1, no. 12 (2022): 41–44. https://doi.org/10.5281/zenodo.7039801.

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article explores Content and Language Integrated Learning,benefits of CLIL coaching,what are the blessings of being bilingual,what are the advantages of CLIL method,how can instructors and colleges get the advantages of CLIL.

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Casañ Pitarch, Ricardo. "Gamifying Content and Language Integrated Learning with Serious Videogames." Journal of Language and Education 3, no. 3 (2017): 107–14. http://dx.doi.org/10.17323/2411-7390-2017-3-3-107-114.

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New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to

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Ciel Hu, Hengzhi. "Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations." Language Value 15, no. 2 (2022): 112–17. http://dx.doi.org/10.6035/languagev.6618.

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It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can

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Zhang, Xiaohui, and Farhana Diana Deris. "https://dx.doi.org/10.24093/awej/vol14no2.24." Arab World English Journal 14, no. 2 (2023): 189–204. http://dx.doi.org/10.24093/awej/vol14no2.14.

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Despite a plethora of studies on practice of Content and Language Integrated Learning in most European countries, few have examined Content and Language Integrated Learning teacher training in China. This study aimed to examine the effectiveness of a Content and Language Integrated Learning teacher training platform for elementary English education in China. It sought to answer the following main research questions: What are the contents differences in Content and Language Integrated Learning teacher training in China? What are in-service English teachers’ perceptions of Content and Language I

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Potapova, Valentina Y. "Linguodidactic potential of the model of content and language integrated learning of students in a foreign language and specialty in a medical university." Tambov University Review. Series: Humanities, no. 194 (2021): 69–76. http://dx.doi.org/10.20310/1810-0201-2021-26-194-69-76.

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The task of modern education is to train personnel of the highest category who would successfully cope with their professional tasks, were open to self-education, learning throughout their lives and were fluent in foreign languages. Knowledge of a foreign language has always been and remains a valuable knowledge. Content and language integrated learning is learning in which a foreign language is a tool for mastering a specialty, and not just the goal of learning a language as such. We examine the issue of the linguodidactic potential of the model of content and language integrated learning of

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Dalton-Puffer, Christiane. "Content-and-Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31 (March 2011): 182–204. http://dx.doi.org/10.1017/s0267190511000092.

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This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing h

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Song, Jie. "Telecollaborative Task Design in a Content-Language-Integrated-Learning Context： Content, Communication, Cognitive, Culture." Contemporary Education and Teaching Research 5, no. 2 (2024): 55–60. http://dx.doi.org/10.61360/bonicetr242015870202.

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This study explores approaches on telecollaborative task design in a Content-Language-Integrated-Learning (CLIL) context for language courses. This study discusses integration of task-based telecollaboration into a CLIL course and concludes feasible guidelines on the task design in terms of content, communication, cognitive and culture. The results of the study may give insights for telecollaborative teaching practitioners.

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Mageira, Kleopatra, Dimitra Pittou, Andreas Papasalouros, Konstantinos Kotis, Paraskevi Zangogianni, and Athanasios Daradoumis. "Educational AI Chatbots for Content and Language Integrated Learning." Applied Sciences 12, no. 7 (2022): 3239. http://dx.doi.org/10.3390/app12073239.

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Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as ΑΙ chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high schoo

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Osieja, Helen. "Content and Language Integrated Learning: Creating Awareness through Language Teaching." American Journal of Educational Research 3, no. 6 (2015): 790–92. http://dx.doi.org/10.12691/education-3-6-19.

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Uyun, Aip Syaepul, Lisnawati Lisnawati, and Anisa Nazwa Salsabila. "Socialization of the Content Language Integrated Learning (CLIL) Program in Learning." JUPE : Jurnal Pendidikan Mandala 9, no. 4 (2024): 852. https://doi.org/10.58258/jupe.v9i4.7661.

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This article discusses the application of the Content and Language Integrated Learning (CLIL) approach to improve English language skills in Indonesia, especially in rural areas. The low level of English proficiency in Indonesia, as reported by Education First (EF), shows that this ability is still a major challenge, especially in schools with limited resources. In the Community Service (PKM) activity carried out at Madrasah Aliyah Arrahman Nasol Cikoneng Ciamis, the CLIL approach was introduced through a seminar to policy makers and teachers, with the aim of improving the effectiveness of Eng

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Khoiriyah, Khoiriyah. "Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview." Jurnal Pendidikan Progresif 11, no. 3 (2021): 587–601. http://dx.doi.org/10.23960/jpp.v11.i3.202110.

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Tarabar, Aida, and Vildana Neslanović. "Thinking skills in content and language integrated learning." Zbornik radova 19, no. 19 (December 15, 2021): 489–504. http://dx.doi.org/10.51728/issn.2637-1480.2021.19.

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Educational approach known as Content and Language Integrated Learning (CLIL) has become one of the most popular approaches in foreign language teaching, especially in countries with developed educational systems. One of its main aims is to help learners develop thinking skills through their simultaneous studying of the foreign language and the content of a particular subject. Since CLIL promotes the development of cognitive skills, many researchers and psychologists proposed a variety of techniques and activities which could be used for this purpose. Some of these techniques shall be discusse

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Gómez-Ramos, José Luis, and Laura Lozano-Barrios. "Content and language integrated learning through wall display." Escuela Abierta, no. 23 (December 15, 2020): 29–46. http://dx.doi.org/10.29257/ea23.2020.03.

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Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The

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de Graaff, Rick, and Ute Smit. "Content and Language Integrated Learning and Immersion Classrooms." International Journal of Applied Linguistics 24, no. 3 (2014): 429–32. http://dx.doi.org/10.1111/ijal.12097.

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Dalton-Puffer, Christiane, and Ute Smit. "Content and Language Integrated Learning: A research agenda." Language Teaching 46, no. 4 (2013): 545–59. http://dx.doi.org/10.1017/s0261444813000256.

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While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholder

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Targamadze, Vilija, and Roma Kriauciuniene. "CONTENT AND LANGUAGE INTEGRATED LEARNING: LITHUANIAN TEACHERS’ VIEWPOINTS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION IV, no. 8 (2016): 42–59. http://dx.doi.org/10.22333/ijme.2016.8004.

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Memon, Masood Akhtar, Abdul Malik Abbasi, Salma Niazi, Imtiaz Husain, and Syeda Sarah Junaid. "Vocabulary Acquisition Through Content and Language Integrated Learning." International Journal of Emerging Technologies in Learning (iJET) 18, no. 12 (2023): 142–57. http://dx.doi.org/10.3991/ijet.v18i12.39287.

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Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons. Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching wi

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Sergieieva, V. Ye. "Specificity of content and language integrated learning of students of non-linguistic specialties of higher education institutions." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (350) (2022): 149–57. http://dx.doi.org/10.12958/2227-2844-2022-2(350)-149-157.

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The article deals with the specificity of the content and language integrated learning of students of non-linguistic specialties of higher educational institutions which is an innovative method of teaching the subject by means of a foreign language and the main aim of which is the study of the subject and to improve students’ communicative skills in foreign languages. Based on the results of the conducted pedagogical experiment, the author comes to the conclusion that besides the obvious advantage expressed in the increase of the level of language training, there are several other advantages o

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Kystaubayeva, Gulmira. "Peculiarities of content and language integrated learning technology usage in physics." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 3, 2024): 51–60. http://dx.doi.org/10.54919/physics/55.2024.5pli1.

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Relevance. The research relevance is predefined by the fact that the problem of interculturalism and ethnic diversity in Kazakhstan requires the usage of different language education programs for science education. Currently, the importance of trilingual education in Kazakhstan has increased significantly. In this sense, most programs are based on the methodology known as content and language integrated learning (CLIL). Purpose. The research aims to analyze the possibilities and characteristics of the implementation of context- and language-integrated education for teaching the discipline “Phy

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Hussain, Syed Sarwar. "Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development." Arab World English Journal 13, no. 2 (2022): 386–400. http://dx.doi.org/10.24093/awej/vol13no2.26.

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Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how t

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Tastanbekova, A. "THE DIFFERENCE BETWEEN CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) AND TRADITIONAL LEARNING." Slovak international scientific journal, no. 70 (April 10, 2023): 66–68. https://doi.org/10.5281/zenodo.7808740.

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CLIL (Content and Language Integrated Learning) is the teaching of exact science or technical subjects in a foreign, targeted language. This is the most common and popular foreign language teaching method. The key principles of the approach of subject-language integrated learning are based on two main concepts - "language" and "integration". With the traditional approach of teaching a foreign language, as known, much attention is paid to teaching the grammatical, lexical and phonetic components of the language. A large place is occupied by the performance of exercises of a

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Urazova, B., G. Kurmanova, and J. Mashokirov. "TEACHING ECONOMIC DISCIPLINES USING CONTENT AND LANGUAGE INTEGRATED LEARNING." Education. Quality assurance, no. 4 (December 30, 2024): 30–37. https://doi.org/10.58319/26170493_2024_4_30.

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The primary objective of this study is to share our experience in teaching economic disciplines at a regional university in the Republic of Kazakhstan using CLIL methodology. Our limited experience in teaching economics in English has demonstrated that, despite various challenges in implementing CLIL teaching, it is possible to achieve specific learning goals. We believe that the use of CLIL methodology in universities expands students' horizons, enhances their language skills, and, most importantly, motivates them to pursue further study and improve their English language proficiency. Our fir

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Akumbu, Pius W., and Charlotte D. Simo. "Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning." Journal of English Language Teaching and Linguistics 3, no. 2 (2018): 163. http://dx.doi.org/10.21462/jeltl.v3i2.116.

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<p>This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary

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Kontio, Janne, and Liss Kerstin Sylvén. "Language alternation and language norm in vocational content and language integrated learning." Language Learning Journal 43, no. 3 (2015): 271–85. http://dx.doi.org/10.1080/09571736.2015.1053279.

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Kovrigina, A. I., and I. N. Goryacheva. "Content and language integrated learning in bachelor programs in linguistics: Prospects and potentials." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 6 (2023): 113–21. http://dx.doi.org/10.26794/2226-7867-2022-12-6-113-121.

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Communicative and active learning is recognized as a dominant didactic model in foreign languages teaching and learning paradigm, wherein Content and Language Integrated Learning (CLIL) seems to be very promising. The key principle of CLIL is its dual focus: learning a subject through a language and learning a language through a subject. The focus of a CLIL lesson is on the subject content, which students need not only to understand and learn, but to interiorize in a foreign language. Being placed in a specific cultural context, the content gains certain linguistic and cultural features which

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Rodríguez Bonces, Mónica. "CLILL: Colombia Leading into Content Language Learning." Íkala, Revista de Lenguaje y Cultura 16, no. 2 (2011): 79–89. http://dx.doi.org/10.17533/udea.ikala.9912.

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Content and Language Integrated Learning (CLIL) has been adopted by many nations as a methodology to reach bilingualism. Nonetheless, the implementation of CLIL in Colombia goes beyond teaching a core area in English. It implies a long process, including multiple factors to achieve success. This article presents a general background of the process of bilingualism in Colombia and how different kinds of institutions approach this governmental policy through a critical reflection. The paper presents the challenges when adopting Content and Language Integrated Learning (CLIL) as a strategy to achi

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Gil-López, Víctor, Sixto González-Víllora, and David Hortigüela-Alcalá. "Learning foreign languages through content and language integrated learning in physical education: A systematic review." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 165–82. http://dx.doi.org/10.30827/portalin.v0i35.15785.

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The goal of this systematic review was to describe and assess studies that used content and language integrated learning (CLIL) programmes to teach a foreign language via physical education in a school setting. 35 articles met the selection criteria. Results consisted of two types of studies: (a) Low-intensity CLIL programmes (only the physical education subject was used) and (b) High-intensity CLIL programmes (various academic subjects were combined). No studies were found in the preschool education stage. Most of the research was implemented in Spain. Games and sports were the most frequen

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Melekhina, Elena A. "Content and language integrated learning in university education: Goals, content, methodology." Izvestia: Herzen University Journal of Humanities & Sciences, no. 199 (2021): 81–90. http://dx.doi.org/10.33910/1992-6464-2021-199-81-90.

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Fedotova, Nina Leonidovna, and Jiexia Shi. "Content and language integrated learning (CLIL) in foreign language teaching methodology." Journal of Pedagogical Innovations, no. 1 (March 31, 2022): 38–48. http://dx.doi.org/10.15293/1812-9463.2201.05.

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The article presents CLIL as a problem-solving method for non-philological students in the process of forming professional competence. Different definitions of the concept of CLIL are considered, the features of content and language integrated learning in foreign language teaching methodology are analyzed based on the opinions of a number of scientists and comparison between CLIL and the similar term CBI. The main components of CLIL – 4C are highlighted: content, communication, cognition and culture, as well as the three types of language associated with it, including language of learning, lan

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Sudarso, Hendra, Safitri Era Globalisasi, and Haris Dibdyaningsih. "Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning." Global International Journal of Innovative Research 2, no. 10 (2024): 2315–30. http://dx.doi.org/10.59613/global.v2i10.329.

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This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and th

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Tokmakova, Yuliya V. "Methodic model of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning." Tambov University Review. Series: Humanities, no. 186 (2020): 53–63. http://dx.doi.org/10.20310/1810-0201-2020-25-186-53-63.

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Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, cont

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Stupak, K. Ye. "Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)." Science and Education a New Dimension IX(256), no. 100 (2021): 34–38. http://dx.doi.org/10.31174/send-pp2021-256ix100-07.

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The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certai

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Samoilova, Yu I., and V. A. Vasylenko. "CONTENT AND LANGUAGE INTEGRATED LEARNING IN TEACHING FOREIGN LANGUAGES TO LAW STUDENTS." Innovate Pedagogy 2, no. 78 (2024): 41–44. https://doi.org/10.32782/2663-6085/2024/78.2.8.

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Lee, Youn-Kyoung. "Implementing a Content and Language Integrated Learning in a Korean College Context." English Teachers Association in Korea 28, no. 1 (2022): 43–61. http://dx.doi.org/10.35828/etak.2022.28.1.43.

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