Challenges and sustainability of CLIL implementation in Ukrainian educational establishments
DOI:
https://doi.org/10.34069/AI/2024.77.05.4Keywords:
bilingual education methods, CLIL approach, secondary education, tertiary education, academic achievements.Abstract
The article analyses the issue of techniques of bilingual education by introducing CLIL comparing to ESP, EAP, EMI approaches at different levels of education – secondary and tertiary. In the article the authors studied the challenges, resilience and sustainability during the process of introduces above mentioned approaches. The CLIL approach facilitates foreign language learning by integrating language and content instruction. The authors’ investigation has a theoretical bias and different scientists’ point of view. By analyzing the implementation of CLIL approach and authors’ experience in practical application of other approaches the comparative analysis is done that proves the priorities of using CLIL at schools and higher educational establishments.
The authors justified that CLIL is more than just language switching; it means that teaching subjects in a second language, like English, is the best way to make learning more meaningful and engaging. The benefits of CLIL in Ukrainian education system emphasize learners’ fluency in both languages - Ukrainian and English, high academic achievements, achievements in communication and development of sociocultural competencies that as a result boost learners’ motivation and bridge the language gap.
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