International Journal of Philology

The article is devoted to the essence of the content and language integrated learning when teaching English to students of non-language faculties. It has been established that the CLIL methodology arose under the influence of globalization processes, which in turn are associated with the rapid rate of socio-economic changes; technologization and computerization;, and the formation of millennials. On the basis of the analysis of scientific literature, it is established that CLIL 1) creates the conditions for a naturalistic approach to learning a language; 2) stimulates active communication during English classes; 3) forms a positive motivation to learn English, 3) puts the emphasis on the content, rather than the form of expression. It is established that the essence of CLIL is a combination of the content of learning, communication, cognition, and culture. The main characteristics of CLIL are highlighted (active position of the teacher, clear instructions, setting of the results of educational activities; demonstration or presentation of educational material, feedback with students, practically directed tasks or experimental tasks). The experience of introducing CLIL to students of the National University of Life and Environmental Sciences of Ukraine is presented.

CLIL; methodology; students; non-language faculties; teacher; English