Content Language Integrated Learning (CLIL) of foreign students in the process of pre-university training

Abstract

The topical issue of today is the integration of CLIL into pre-university training of foreign students in Ukraine, as recently specialists in foreign languages are highly valued. In this regard, integrated learning of foreign languages and professional disciplines (subject-language integrated learning – Content Language Integrated Learning) has been actively developed. The basic principles of CLIL are considered, namely: what it is based on and how learning takes place. The purpose of training is formulated. The characteristics of CLIL are given: hard CLIL and soft CLIL. The CLIL lesson illustrates the various means of classroom activities and the elements that make the CLIL lesson interesting, which increases the level of motivation and involvement of students.

The current state and problems of translation and teaching of subjects for the preparation of foreign medical students in English are analyzed. The advantages of using CLIL are revealed, namely: continuity of education, learning and improving the language naturally, improving the quality of education, training language skills, etc. The difficulties and shortcomings of using CLIL are analyzed: imperfect English language proficiency by subject teachers, low level of English language proficiency by students.

The historical aspects of language translation and current use of SAT tools for automated translation by teachers are considered: principles of work and advantages. The variety of existing SAT technology programs is analyzed and the advantages of using SmartCAT program are substantiated. A number of problems related to the teaching and methodological support of subjects studied in a foreign language are considered. It is concluded that language can be not a goal, but a means of learning another subject, but only if the teacher uses the tools of subject-language integrated learning.