Abstract:

Current integration and globalization processes in all sectors of life provide the urgency of language proficiency in Russian universities. Having analyzed legal documents in the sphere of education of Russian Federation, learned the experience of foreign and Russian scientists and taken into account the results of personal teaching for a long time the authors prove the feasibility of CLIL (Content and Language Integrated Learning) technology to encourage academic language proficiency.

As the issue how to develop language proficiency in universities has been thoroughly investigated by such scholars as D. Marsh, B. Marsland, K. Stenberg, D. Wolff, certain reasons concerning Russian educational policy are stated by the authors in order to update and implement CLIL technology in professional oriented language training in South Ural State University.

The essence of CLIL is regarded by the authors as a simultaneous development of professional and language competences within two years of exposure to the second language. A special attention is given to the implementation analysis of various CLIL patterns (extension of language material, modular teaching and subject immersion) during the third and fourth terms of teaching when undergraduates of South Ural State University master the course “Professional oriented foreign language”.

Further, the introduction of content and language learning in university is justified by the constructivist theory or constructivism where there are two central themes: any learner can construct knowledge and the construction process is possible through social interaction; by cognitive bilingualism (J. Cummins) and integration approaches.

The paper tackles the methodology and forms of CLIL technology applied in experimental groups (The Faculty of Journalism) to turn traditional education towards a more real, fruitful and motivating task, as modern students need to be challenged and prepared how to live and work outside the university.

Moreover, the authors highlight the fact that to put such technology in practice the following factors are essential: learning pack in foreign language due to the specialty; upgrade training courses for teachers within CLIL; academic interaction of language and subject teachers.

The scientific experiment conducted for many years in South Ural State University has proved to be efficient as it provides students with unique language training that may benefit learning process as a whole. Having analyzed the results, the authors conclude that the implementation of CLIL technology in SUSU has exerted a significant impact on language proficiency and intrinsic motivation of students.

Keywords:

CLIL technology, Content and Language Integrated Learning, language proficiency, professional oriented training, academic interaction.