CLIL methodology evolution in Russian Technical University (Tomsk Polytechnic)

Abstract

Content and Language Integrated Learning (CLIL) has a recognised status by the European Union as one of the leading effective means to implementing international language policy of multilingualism. The attempts to implement it into mainstream educational programmes are actively undertaken in Russia. The paper aims to sum up the experience of Tomsk Polytechnic University in running CLIL-based courses. Through “real classroom” data the authors present the way CLIL is implemented and what obstacles it encounters. Based on observations, discussions and surveys conducted by the authors, the conclusion on CLIL methodology improvements applicable to certain settings is made.

Keywords

• clil
• bilingual education
• multi-purposed language learning
• double-agent courses
• bloom’s taxonomy
• cognitive load
• bics and calp