Abstract:

The article looks at content and language integrated learning (CLIL) principles as a theoretical background for subject-specific course design, explores CLIL potential in designing an English for specific purposes (ESP) course for International Relations and Regional Studies majors, and discusses the results of a field pilot project, based on a combination of CLIL and Language for Special Purposes (LSP) methodologies. CLIL as a teaching technology provides for a balance between two perspectives – subject-oriented teaching, when the process focuses on the content of the discipline, and linguistically oriented teaching, i.e. a foreign language acquisition through the subject. At the same time LSP is a specific form of Foreign language (FL) instruction that teaches students how to use a foreign language (basically English) in a specific field of study or professional context. Though the two approaches do share common features, such as the use of authentic materials or student centeredness, they differ on the intended goals, general approach and required classroom hours.

Integrated content-and-language approach is not very well rooted in Russian tertiary education. However, in recent years on the strength of burgeoning internationalization trend in higher education there appear a growing number of specialized courses delivered in English. Thus, the pilot course was conceived as a preliminary stage to further full instruction in English, which is a common practice in RUDN University, where the project was implemented. Due to limited classroom hours and focus on language acquisition, the authors opted for LSP approach in combination with CLIL-type teaching methods. First and furthermost CLIL principles were employed in learning material selection with a special focus on its authenticity, novelty, its challenging and motivating nature for the learners, relevance to the academic field in question, and consistency. Other CLIL techniques used in the project included scaffolding, task-based teaching, pushed output tasks and multi-modal input. At the same time, while CLIL allows for the use of the students' native tongue in the classroom (so called ‘translanguage’ CLIL), the project was based on its total exclusion.

The project was run throughout an academic year, weekly, in the form of a two-hour language class and involved two groups of 25 students each. In a small survey that followed the course, those involved reported higher motivation, better vocabulary retention, improved fluency and better listening comprehension.

Although the project mainly pursued practical goals, it also gives ground for several conclusions. First, it reveals the need for innovative methods in Second language (SL) teaching, in particular in teaching for academic purposes. Second, such methods as LSP and CLIL are not at all incompatible and provide learners with a chance to benefit from both. Some CLIL-type teaching methods can be used alongside more traditional language instruction, which enhances overall learners’ performance.

Keywords:

content and language integrated learning, dual threshold theory, iceberg model, two-factor model of communication, basic interpersonal communicative skills.