IMPLEMENTATION OF CLIL APPROACH TO LEGAL ENGLISH COURSES
Abstract
The article deals with a newly implemented method of teaching a foreign language which is Content and Language Integrated Learning (CLIL). Content and language integrated learning has become the trendy approach of bilingual education. In recent years, CLIL is gaining more importance across Europe and Ukraine as well in terms of number of educational establishments implementing it and in numbers of related studies done in this field. The term scaffolding has been overviewed and analyzed. 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 the 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 particularly on the teacher’s role. CLIL lesson is supposed to require a precise and extensive preparation. Six stages of the effective CLIL planning and the 4Cs framework developed by Coyle have been analyzed and researched. Moreover, CLIL planning requires a change of the traditional concepts of the lesson planning and the authors consider the urgent problems concerning CLIL in Ukraine in this article. Realising difficulties of CLIL implementation at a university level, the authors of this article try to investigate the ways of possible implementation of CLIL approach to Legal English courses. Developing appropriate CLIL plans or adapting existing ones require three core competences: competence in a target language, target subject and CLIL methodology. 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.
References
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