Htqe.2023.60

https://doi.org/10.22364/htqe.2023.60 | 756-768 | PDF

The Development Tendencies of Content and Language Integrated Learning Methodology at the University Level

Olena Saprunova
University of Latvia, Latvia

Abstract. This research aims to investigate the role of CLIL methods in teaching professional English at the university level. The author introduces the concept of the development tendencies of Content and Language Integrated Learning (CLIL) methodology in a higher education system. This article seeks the answers to the research question: how effective the way of teaching a foreign language using CLIL methods is. This study offers the following hypothesis that learning professional English using CLIL methods as new ones is the best modern way for students to master the professional foreign language at level C2. The main components of the article are as follows: the characteristics of the research topic, research issues, the purpose, results and novelty. The article begins with the analysis of the definitions of the terms “CLIL” and “methodology” and reveals the concept of CLIL methodology. The author gives practice examples of CLIL application in the education of the higher school and define main CLIL approaches in it. The ways how to improve the English language teaching using CLIL methods at the university level are also determined. The results indicate that CLIL methodology applying in the educational process developing students’ linguistic and content competences excellently. The article concludes that CLIL methods in teaching help to prepare English speaking professionals at the international level.

Keywords: content, CLIL, English, foreign language, methodology, teaching, university.

The research was done for the money of Latvian government, Contract No 22-23/17.

In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2023
ISBN 978-9934-36-116-6