Methodological conditions for the implementation of the method of Content and Language Integrated Learning (CLIL) in teaching English in primary school

Abstract

The aim of the study is to substantiate the possibility of implementing the method of Content and Language Integrated Learning (CLIL) in early English language teaching in primary school. The paper discusses the notion of the CLIL method, its main components, as well as the conditions that ensure the most optimal use of the method in teaching a foreign language to primary school children and provides examples of the practical implementation of the specified conditions. The scientific novelty of the study lies in identifying the methodological conditions that make it possible to teach English most effectively at an early stage on the basis of content and language integration. As a result of the study, it was found that CLIL can be successfully used in teaching English to primary school children with consistent observance of a number of important conditions. The issues related to the selection of the teaching content in accordance with the programs of the integrated subjects, as well as the possibility of further practical application of knowledge and skills on the studied topics and the vocabulary used in them, are considered. In addition, the importance of strict adherence to established methodological stages in the formation of foreign language speech skills and abilities is emphasized, as well as the need to involve all types of speech activity when using the CLIL method.

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About this article

Publication history

• Received: January 3, 2024.
• Published: February 14, 2024.

Keywords

• предметно-языковое интегрированное обучение
• CLIL (Content and Language Integrated Learning)
• иноязычные речевые навыки и умения
• раннее обучение иностранным языкам
• обучение английскому языку в начальной школе
• foreign language speech skills and abilities
• early learning of foreign languages
• teaching English in primary school

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