CLIL APPROACH IN BILINGUAL EDUCATION

Abstract

The article deals with a newly implemented method of teaching a foreign language – Content and Language Integrated Learning (CLIL) which has become the trendy approach of bilingual education. CLIL is gaining more importance across Europe and Ukraine in terms of both: the number of educational establishments implementing it and related studies done in this field. The term scaffolding has been overviewed and analysed. An important fact about CLIL is that it combines both language and subject teaching. Students do not just study a foreign language, but use it to study subject related authentic content. The article also deals with such important task as lesson planning process which is of vital importance for the successful development of the class. CLIL has profound methodological implications in terms of planning, teaching strategies and the role of the teacher. CLIL lesson is supposed to require a precise and extensive preparation. Six stages of the effective CLIL planning has been analyzed and researched. Moreover, CLIL planning requires a change of the traditional concepts of lesson planning. The results prove that looking at the issue from a broader perspective brings us to the conclusion that, if there is a proper development of legal and regulatory framework for CLIL implementation in Ukrainian higher educational establishments, there will not be any problems for teachers interested in applying CLIL theoretical basis to the existing experience and realising enormous perspectives this approach yields to the educational system.