Content and language integrated learning in bachelor programs in linguistics: Prospects and potentials
https://doi.org/10.26794/2226-7867-2022-12-6-113-121
Abstract
Communicative and active learning is recognized as a dominant didactic model in foreign languages teaching and learning paradigm, wherein Content and Language Integrated Learning (CLIL) seems to be very promising. The key principle of CLIL is its dual focus: learning a subject through a language and learning a language through a subject. The focus of a CLIL lesson is on the subject content, which students need not only to understand and learn, but to interiorize in a foreign language. Being placed in a specific cultural context, the content gains certain linguistic and cultural features which are country specific for each professional sphere. The article also addresses how the students develop Cognitive Academic Language Proficiency (CALP). The students not only master the subject but also improve foreign language skills by mastering lexico-grammatical patterns and discourse formulas focused on a specific subject area. Using several foreign languages (plurilingual approach) would allow the students to master the subject even more effectively.
About the Authors
A. I. Kovrigina
Lomonosov Moscow State University
Russian Federation
Russian Federation
Anna I. Kovrigina — Cand. Sci. (Philol.), Senior Lecturer, Department of the Spanish Language
Moscow
I. N. Goryacheva
Lomonosov Moscow State University; HSE University
Russian Federation
Russian Federation
Irina N. Goryacheva — Lecturer, Department of the Spanish Language; Senior lecturer, School of Foreign Languages
Moscow
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Review
For citations:
Kovrigina A.I., Goryacheva I.N. Content and language integrated learning in bachelor programs in linguistics: Prospects and potentials. Humanities and Social Sciences. Bulletin of the Financial University. 2022;12(6):113-121. (In Russ.) https://doi.org/10.26794/2226-7867-2022-12-6-113-121
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