Abstract:

The paper addresses the effect of adopting hard and soft Content and Language Integrated Learning (CLIL) approaches in teaching English for professional purposes to Masters in Public Administration at Moscow University for Foreign Affairs (MGIMO University). The correlation between the Master's degree students’ general knowledge, their achievements in studying theoretical courses, and their English language proficiency is examined. The importance of integrating professionally-oriented materials into teaching English for professional purposes is discussed. The teachers’ competencies required to realize this kind of teaching the English language are suggested and analyzed. The author highlights the necessity of including the CLIL approach into universities’ language learning programs, as well as into the various Continuing Development courses for lecturers. Sample teaching materials and accompanying exercises are presented. Feedback of their assessment by both students studying and lecturers teaching the Professional English for Public Management and Administration course is scrutinized.

Keywords:

Content and Language Integrated Learning, English for Special Purposes, professionally-oriented language learning.