Abstract
A shift toward the digital distance learning due to the COVID-19 pandemic puts new demands on the teachers, and requires revision of traditional teaching methods. CLIL (Content and Language Integrated Learning) is not a new topic in pedagogy. It is represented in numerous studies of foreign researchers. In Russian pedagogy CLIL was explored mainly in the context of face-to-face education. Considering that distance learning is being implemented into the educational process, the use of CLIL in distance education provides new opportunities and difficulties both for teachers and students.The aim of this study is to reveal positive effect of implementation CLIL in distance learning, to conduct a comparative analysis of the CLIL efficiency in face-to-face learning and distance learning.The study based on the theoretical and empirical methods: analysis of the foreign and Russian scientific literature, observation, modeling and monitoring of pedagogical experiment. The results of pedagogical experiment allow us to conclude that the use of CLIL in distance learning improves both the language competencies of the students and their professional knowledge, and as a result to achieve a high level of foreign-language professional communicative competence. Finally, the study draws conclusions concerning advantages of CLIL implementation in distance education comparing with its use in face-to-face education, also the paper notes initial requirements for teachers and students to be involved in CLIL distance learning.
Highlights
The conceptual basis for reforming Russian educational system is a competence-based approach which implies desire to achieve a balance between learning and self-education, to impart relevant knowledge to learners, to develop skills and abilities which are in demand at the labor market and real life
An effective method providing for the development of professional and foreign language competence is Content and Language Integrated Learning (CLIL), which is one of the ways how to integrate foreign language and subject interdisciplinary
In this study we focused on the usage of CLIL programmes in distance learning
Summary
The conceptual basis for reforming Russian educational system is a competence-based approach which implies desire to achieve a balance between learning and self-education, to impart relevant knowledge to learners, to develop skills and abilities which are in demand at the labor market and real life. Graduates are expected to have such a high level of foreign (more often English) language knowledge so they could be full members of international scientific, professional and cultural society. Even good foreign language skills for everyday communication are not enough for free orientation of specialists in the sectoral market information, professional literature, and effective communication with foreign business partners. Foreign language learning for professional purposes can give university graduate an opportunity to take part in professional intercultural communication. It is a key factor of developing professional and communicative competencies, and in general to become a socially successful and competitive person. An effective method providing for the development of professional and foreign language competence is Content and Language Integrated Learning (CLIL), which is one of the ways how to integrate foreign language and subject interdisciplinary
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