About some features integrated teaching of subject and language under the multilingual education program

Gulshair Mamatova; Nurgul Osmonova

doi:10.32535/apjme.v8i3.4102

About some features integrated teaching of subject and language under the multilingual education program

Gulshair Mamatova, Nurgul Osmonova

Abstract

This article describes the relevance of multilingual education in accordance with national strategies and development concepts aimed at forming citizens fluent in several languages. The methodology of subject-language integrated learning (CLIL) is proposed as an effective tool for achieving these goals. Its principles, advantages of this methodology in higher education in multilingual groups (improvement of language, cognitive and intercultural skills, increase in motivation) and possibilities of application in higher education, especially for students of pedagogical specialties are described in detail . Specific features of integrated teaching of the subject and language CLIL in the context of modern multilingual education programs are reflected. Key methodological approaches applied in the simultaneous mastering of academic disciplines and development of language competencies are considered. The role of the teacher and the student in the context of integrated learning is analyzed, the need for their adaptation to new educational models is emphasized. The aim of the study is to provide both a theoretical understanding of the principles of CLIL in a multilingual environment and recommendations for the effective use of these programs that contribute to the formation of a comprehensively developed personality. The general advantages of CLIL in teacher education are analyzed . An innovative approach to CLIL teaching is described , integrating subject content and a second language. A methodology that is becoming increasingly popular in higher education is presented, allowing teachers not only to convey knowledge in the specialty, but also to develop students' language skills. A significant improvement in the level of Russian language proficiency among students in pilot groups is noted due to the use of CLIL and extracurricular activities. It is emphasized that the CLIL methodology is a promising tool for improving the effectiveness of training, developing students' language and professional competencies.

Keywords

integrated training, subject, language, methodology, multilingualism

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DOI: https://doi.org/10.32535/apjme.v8i3.4102