Analysis of the conceptual provisions of CLIL for integrated learning of professionally oriented Englishlanguage communication of future journalists

Abstract

The conceptual provisions of CLIL are caused by the language policy supported by the European Commission and imply plurilingual institutional education. In accordance with the educational goal of CLIL foreign language is acquired with development of competency in the future specialty. The main provisions are derived from the definition of content-language integrated learning, which is related to any learning situation in which an additional language is used to teach non-linguistic subjects: attention is paid both to the content of the discipline and the language, they are studied in the integrated unity, the target language serves as a mediator of instruction for teaching specialty subject.