Сlilas a complex technology for achieving multi-target results in foreign language learning

Abstract

Modern realia of education withstand the necessity to reform methodology of foreign language teaching and develop knowledge and skills required under current circumstances. Integration is an approach applied at many fields which enables creation of mental schemes of interrelated notions and expands the total set of a possible use. For many, foreign language (FL) is being regarded as an instrument to act in other fields, usually not related to language itself. Diversified informational background creates chaos of ideas and facts for a person, so educational technologies must include methods to teach critical thinking, analyzation, comparison, decision taking etc. Purpose of the article is to discuss the effectiveness of CLIL and its relation to the needs of a modern society. Practical skills are among primary results of the technology which is aimed at creating pretexts for communication. Beside the development of a higher-level notions like personal independence, critical thinking, interaction of minds, concepts and fields, CLIL augments development of speech, listening, verbal and non-verbal communication, grammar accuracy, translation efficiency. The findings have proven that content and language integrated leaning has a complex character and helps accumulate larger experience as it makes student a leader of the process responsible for own outcomes (the same philosophy promoted at M. Montessori training-centers); it activates theory, creates space for self-development and self management, promotes independence at learning and work consequently. To understand current state of functioning and issues debated in modern practice, it seemed reasonable to address the methods of theoretical analysis, observation, study of practical experience and pedagogical feedback.