Abstract:

Nowadays there comes a necessity to teach students – future engineers – who are able to communicate both orally and in a written form in their professional sphere. The following can be done on the basis of Content and Language Integrated Learning (CLIL). Simultaneous learning of content and target language is the core idea in CLIL. This integration of content and language implies constant collaboration between teachers of both subject and language that is aimed at improving the quality of teaching.

The article describes the criteria of efficient integration of target language and subject content in teaching future engineers. They are usage of authentic and meaningful material and web 2.0 services as the basis for artificial target-language environment; usage of scaffolding techniques aimed at reducing cognitive and linguistic load; active usage of meaningful context and gap-principle; development of critical thinking and abilities to verbalize complex thinking processes in teaching both content and language; promotion of students’ long term memory; implementation of cultural issues in content; improvement of teachers’ language, subject and CLIL-methodology skills.

The article highlights CLIL’s socio-constructivist approach. According to the latest research, socio-constructivist approach constitutes theoretical basis of CLIL as it explains the mechanisms of human comprehension and cognition. Cognition is the key component in learning a foreign language. In terms of CLIL and socio-constructivist approach, active usage of a target language integrated with a meaningful content creates favorable conditions for target-language acquisition.

Keywords:

Content and Language Integrated Learning (CLIL), socio-constructivist approach, professionally-oriented teaching, web 2.0.