CLIL methodology in Ukrainian pedagogical universities: challenges and benefits

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dc.contributor.authorShymanovych, Irynaen
dc.date.accessioned2024-09-23T09:47:14Z
dc.date.available2024-09-23T09:47:14Z
dc.date.issued2023
dc.description.abstractThe article highlights the implementation of the Content and Language Integrated Learning (CLIL) methodology in higher educational establishments in Ukraine. The concept of CLIL is clarified, and scholars’ perspectives on the advantages of using content and language integrated learning in foreign language study are presented. CLIL has been identified as the most promising approach due to its integration of both professional and language training, combining subject-specific teaching tools with language instruction. The work emphasizes the necessity of CLIL implementation as a response to the growing demand for foreign language proficiency within the constraints of limited learning hours in pedagogical universities of Ukraine. The research investigates the challenges faced by educators in integrating CLIL into the existing language and pedagogical curriculum. The author examines the benefits and opportunities that CLIL offers for language learning and subject knowledge acquisition. It is revealed the significance of language proficiency and teacher training for successful CLIL implementation. The article points out the impact of CLIL on students’ motivation and engagement in the learning process. The author focuses on the role of CLIL in developing students’ critical thinking, problem-solving and teamwork skills. The main advantages of CLIL methodology include fostering motivation to learn a foreign language, enhancing learners’ creative mental abilities, and purposeful mastering of lexical units. The study also identifies potential barriers hindering CLIL integration. The strategies to address these challenges and enhance CLIL effectiveness in higher educational establishments are proposed. Overall, this research sheds light on the potential of CLIL to transform language teaching and subject learning in Ukrainian pedagogical universities while highlighting the need for appropriate support and preparation for educators and learners. The significance of content and language integrated learning lies in students gaining knowledge in various subjects that they can apply in their future professional activity.en
dc.identifier.citationShymanovych I. CLIL methodology in Ukrainian pedagogical universities: challenges and benefits / Iryna Shymanovych // Наукові записки Бердянського державного педагогічного університету. Серія : Педагогічні науки : зб. наук. пр. – Бердянськ : БДПУ, 2023. – Вип. 2. – С. 424–432.en
dc.identifier.issn2412-9208
dc.identifier.urihttps://dspace.bdpu.org.ua/handle/123456789/3810
dc.language.isoenen
dc.publisherBerdyansk State Pedagogical Universityen
dc.relation.ispartofseriesPedagogical sciences; 2en
dc.subjectcontent and language integrated learningen
dc.subjectmotivationen
dc.subjectforeign language proficiencyen
dc.subjectsubject knowledge acquisitionen
dc.subjecthigher educationen
dc.titleCLIL methodology in Ukrainian pedagogical universities: challenges and benefitsen
dc.typeArticleen
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Випуск 2 (2023)