Abstract:

The paper looks at the advantages and disadvantages of using Content and Language Integrated Learning (CLIL) in the engineering university environment teaching English to third-year students of Bauman Moscow State Technical University majoring in Physics of Lasers. Summed up in the paper is the two-year experience of classroom teaching based on the ‘binary’ approach, in which an English teacher and a teacher of Optics are both involved in designing entry/progress tests and planning classroom activities. A special emphasis is placed on the materials’ development, a distinguishing feature of which is that all the texts and exercises are supplied with ‘expert’s notes’. Described in detail are classroom activities, e.g. discussing papers from leading journals of Optics, designing and playing role-play games, doing presentations on lasers and masers, etc. It is shown how team teaching facilitates students’ interest in English and develops their communication skills in the professional area.

Keywords:

Content and Language Integrated Learning (CLIL), binary classes, materials’ development, entry/progress tests, team teaching, teaching English.