The notion of «CLIL-teacher» concept

Abstract

This article attempts to reveal the essence of the «CLIL-teacher». This notion is quite new for pedagogical science. The validity of this definition has been provided by addressing the terminology theory in pedagogy, when we had chosen an algorithm of four analytical procedures as a starting point: targeted study of terms, etymological analysis, contextual analysis and normalization of the author’s term system. The conclusion of terms targeted learning allowed discovering that despite many interpretations, the unifying core of the concept of CLIL is a dual goal - learning a non-language subject and target languages. As a result of etymological analysis, it has been determined that CLIL has an English origin. The contextual analysis has revealed that as CLIL spreads, it acquires a broader meaning: from methodology to self-direction in the sphere of multilingual education. In the end we have provided our own interpretation of the «CLIL-teacher» notion.