Theoretical and methodological principles of integrating CLIL and ESP in educational establishments in Ukraine

Abstract

The article issues the questions of effective teaching both content and second language by integrating CLIL and ESP within the process of professional competence formation at Ukrainian universities – the challenges, prerequisites and perspectives of teaching content and professionally oriented skills through the English language. The authors provide a comparative analysis of the definitions and characteristics of content and language integrated learning (CLIL) and English for specific purposes (ESP) at the present stage of linguodidactics. The investigation is theoretically granted and issues the question of CLIL and ESP integrated principles application, and reflects the main scientific ideas and stages of implementation, the application of which makes it possible to modernize the system of professional training according to European standards. Regarding the integration of the CLIL and ESP approaches in the process of professional training at non-language specialties, the authors state that process of immersion into professional oriented environment facilitates the increase of learning outcome standards. Theoretical and methodological review of contemporary teaching approaches, its principles, advantages, challenges and effective ways of CLIL and ESP in Europe and Ukraine are analyzed. The usage of the methods of CLIL and ESP approaches are rational at different stages of professional education.