IMPLEMENTING CLIL PRINCIPLES IN TERTIARY EDUCATION:A METHODOLOGICAL DIMENSION

Abstract

Introduction. This article operationalizes a framework for implementing Content and Language Integrated Learning (CLIL) within University methodological practice, specifically for Master’s-level learners in Methods of Teaching the English Language to High School and University students. It elucidates the foundational CLIL principles for Foreign Language Pedagogy, examines key CLIL tenets, including instructor mediation, scaffolding, and distinct language layers (subject-specific, general academic, and peripheral), alongside major strategies such as concept mapping. A special emphasis is placed on the incremental progression from Basic Interpersonal Communication Skills (BICS) to Cognitive Academic Language Proficiency (CALP).

The purpose of the article is to illustrate how the elucidated CLIL principles can be effectively implemented into methodological practice.

Results.  Employing the methods of theoretical positioning, pedagogical observation, quantitative and qualitative research, and comparative analysis, the article illustrates how CLIL conceptual positions may be applied to methodological classrooms presuming accumulation and progression in the course of foreign language and content acquisition, knowledge discovery, and assimilation of both BICS and CALP.

Conclusion. CLIL curricula must delineate distinct language layers – subject-specific, general academic, and peripheral – each with unique characteristics and functions, necessitating differentiated pedagogical strategies. At that, recognizing the intrinsic link between cognition and language within subject domains is paramount. The progression from BICS to CALP is a protracted process, requiring adherence to a structured procedure facilitated by CLIL instructors. CLIL is underpinned by six key principles that guide teacher scaffolding and framework implementation within CLIL learning environments.