Abstract:

Bilingual education contributes to the synthesis of professional competence through the collaborative teachers' and students’ activities aimed at studying academic content on bilingual basis. Content Language Integrated Learning (CLIL) is a bilingual educational approach when a foreign language is used as a tool for studying non-linguistic content. Successful implementation of CLIL does not depend on a specific language or content but on the applied learning models and the ways of collaboration between content and foreign language teachers. This article proposes a hypothesis that the organization of collaboration between a teacher of an academic content and a teacher of a foreign language has positive effect on the implementation of CLIL within tertiary education. As a result of the collaboration between content teachers and language teachers, students receive ample language support for effective acquisition of a subject as well as motivation to study both academic content and a foreign language. The results of the pedagogical experiment, conducted on the basis of the Kazan Federal University as part of the pre-service future teacher training, give grounds to consider this hypothesis to be reasonable.

Keywords:

Bilingual education, Content and Language Integrated Learning (CLIL), content and language teachers’ collaboration, methodology.