ТЕОРЕТИКО-ПЕДАГОГІЧНІ КОНЦЕПЦІЇ ПРЕДМЕТНО-МОВНОГО ІНТЕГРОВАНОГО НАВЧАННЯ

Abstract

In the article, pedagogical and methodological models of content and language integrated learning and the ways of their implementation in the educational process based on the respective educational technology are considered. The emergence and development of content and language integrated learning as a dominating form of multilingual education in Europe is addressed briefly, a review of the core theoretical and pedagogical concepts underpinning the aforementioned approach and the potential of their implementation in the educational process is presented. The views of foreign scholars, notably British, regarding the creation of the educational environment in accordance with content and language integrated learning, the potential of its introduction, challenges and prospects are envisaged. The definition of content and language integrated learning is discussed. The issue of providing special and academic linguistic support to students to enable learning the content of a subject through a foreign language as well as rendering individual assistance to help the learners comprehend new concepts on the basis of the acquired linguistic experience. In the article, we analyzed scaffolding, its types (linguistic, cognitive, conceptual, cultural and affective), extent, aims and conditions of its implementation in the educational process. Pedagogical and methodological models of introducing content and language integrated learning are considered. They are developed as a theoretical foundation for implementing this concept in class: the Language Triptych, which involves the analysis of the language from three interrelated perspectives (language of learning, language for learning and language through learning) and Coyle’s 4 Cs framework which integrates four contextualized structural elements (content, communication, cognition and culture). The represented models constitute both a theoretical and pedagogical basis for teachers integrating the teaching of language and content.