Problems of content and language integrated learning in educational institutions

Abstract

The article considers one of the most important directions of the development of education — the use of CLIL (Content and Language Integrated Learning) language-based integrated learning. Despite the fact that this issue is widely discussing in the scientific and pedagogical literature, the schools are dominated by a cognitive approach, and students remember (for a time) significant amounts of information, rather than developing the basic competencies necessary for successful activities. Education based on this approach provides students with the opportunity to learn discipline and a foreign language at the same time. The advantages of this method are revealed. Conditions are formulated for the successful introduction into the educational process of models of subject-language integrated learning. The difficulties of integrating the subject and language experience, both students and teachers, are determined. In modern society, where the issues of socialization of people in intercultural space are in the first place, the possession of a foreign language is regarded as one of the tools for expanding knowledge and opportunities. In this regard, new educational technologies are emerging.