ПРОЕКТИРОВАНИЕ МЕТАПРЕДМЕТНЫХ МОДУЛЕЙ МАГИСТЕРСКОЙ ПОДГОТОВКИ В СФЕРЕ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ С ИСПОЛЬЗОВАНИЕМ ТЕХНОЛОГИИ ПРЕДМЕТНО-ЯЗЫКОВОГО ИНТЕГРИРОВАННОГО ОБУЧЕНИЯ (CLIL)

Abstract

Problem and purpose. The article deals with the design of metasubject modules of master,s programs in the field of foreign language education, designed at the substantive and organizational level to provide training of undergraduates for professional work in a changing labor market. Need for the development of new metasubject technologies is caused by the contradiction between the attempts to develop a model of integrated foreign language teaching and professional disciplines in foreign and Russian linguistic didactics and the insufficient degree of their implementation in practice. As an example, the master,s programs implemented at the faculty of foreign languages of KSPU named after V.P.Astafiev are taken: “Modern linguistic education” (full-time education) and “Innovative technologies in foreign languages education” (part-time education); major: 44.04.01 Pedagogical education. The purpose of the article is to present the author,s model of designing metasubject modules of master,s programs in the field of foreign language education using the technology of content-language integrated learning (CLIL) in the conditions of transition to Federal state educational standards taking into account professional standards (FSES 3++). Methodology of the research is based on the analysis of existing master,s programs in the field of foreign language education; study of the results of interdisciplinary research of domestic and foreign scientists using the technology of content-language integrated learning (CLIL); analysis and synthesis of the author,s experience in the design and implementation of master,s programs in the field of foreign language education. Results. The authors developed a model of designing metasubject modules of master,s programs using the technology of content-language integrated learning (CLIL), tested in practice in the context of higher education. Conclusion. Analyzing the results of model testing, the authors come to the conclusion that its use in practice leads both to mastering the technology of content-language integrated learning, and thus to the expansion of students, competence; and also to the creation of a comfortable communicative learning environment and effective organization of the process of foreign language education in general. The author,s concept considered in the article can be applied in the course of training of masters in the major: 44.04.01 Pedagogical education (full-time and part-time education).