CHALLENGES OF IMPLEMENTATION OF THE CLIL METHODOLOGY IN THE UKRAINIAN EDUCATIONAL SYSTEM IN TEACHING ENGLISH
Keywords:
content and language integrated learning, conditions of realization, successful study of English, educational system of Ukraine, opportunities and challenges of CLIL methodology.
Abstract
Knowledge of a foreign language takes priority in modern conditions of globalization. Possession of integrated communication skills that ensure professional and business relationships between people of different countries becomes an obvious necessity for future foreign language specialists. Accordingly, the CLIL technique, known in the world and actively used for effective foreign language learning, is receiving special attention at the current stage. The article examines the main advantages and challenges of using the method of content and language integrated learning in the Ukrainian educational system, and draws attention to the main factors on which the successful implementation of the CLIL method in Ukraine depends.
References
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10. Ting Y-L. (2020) CLIL In Spain: Implementation, results and teacher training. ELT Journal (electronic journal), no 65(4), pp. 495–498. Retrieved from: https://www.researchgate.net/publication/265263043 (accessed 10 May 2024).
2. Deller, Sh., Price, Ch. Teaching Other Subjects Through English, Oxford: Oxford University Press, 2007. 159 p.
3. Content and Language Integrated Learning (CLIL) at School in Europe. (2010) (electronic book) – Retrieved from: http://ec.europa.eu/languages/docum ents/studies/clilat-school-ineurope_en.pdf (accessed 10 May 2024).
4. Khodakovska O. (2010) Osoblyvosti metodyky predmetno-movnoho intehrovanoho navchannia [Peculiarities of the methodology of subject-language integrated teaching]. Retrieved from: https://conf.ztu.edu.ua/wp-content/uploads/2016/11/63.pdf (accessed 15 May 2024).
5. Marsh, David &Langé, Gisella. (2012) Using Languages to Learnand Learning to Use Languages. TIE-CLIL: Jyväskylä&Milan. Retrieved from: http://archive.ecml.at/mtp2/clilmatrix/pdf/1uk.pdf (accessed 12 May 2024).
6. Mehisto P. (2012) Criteria for producing CLIL learning materials. Encuentro. № 12, pp. 15–33.
7. Meyer, O. (2003) Introducingthe CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic Issuesin EFL Teaching. Eisenmann M., Summer T. (Eds). 2nd edition. Universitätsverlag Winter GmbH Heidelberg. Retrieved from: file:///D:/Downloads/OMeyer_IntroducingtheCLILPyramid.pdf (accessed 10 May 2024).
8. Rudnik,Yu.V. (2013) Vprovadzhennia metodyky predmetno-movnoho intehrovanoho navchannia : za i proty (svitovyi dosvid) [Implementation of subject-language integrated teaching methods: pros and cons (world experience). Product innovative policy]. Retrieved from:http://elibrary. kubg.edu.ua/2896/1/Y_Rudnik_VOU_13_IMMN_PI.pdf (accessed 10 May 2024).
9. Styrkina Y. (2020) Advantages and problems of content and language integrated learning. SWorldJournal (electronic journal) no. 04-04, pp. 135. Retrieved from: https://www.sworldjournal.com/index.php/swj/article/view/swj04-04-025 (accessed 10 May 2024).
10. Ting Y-L. (2020) CLIL In Spain: Implementation, results and teacher training. ELT Journal (electronic journal), no 65(4), pp. 495–498. Retrieved from: https://www.researchgate.net/publication/265263043 (accessed 10 May 2024).
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Published
2024-08-02
How to Cite
Shevchenko, I., & Kordyuk, O. (2024). CHALLENGES OF IMPLEMENTATION OF THE CLIL METHODOLOGY IN THE UKRAINIAN EDUCATIONAL SYSTEM IN TEACHING ENGLISH. Scientific Journal of Polonia University, 64(3), 110-115. https://doi.org/10.23856/6413
Section
LANGUAGE, CULTURE, COMMUNICATION
