CONCEPT OF CLIL TECHNOLOGY IN THE CONTENT AND LANGUAGE INTEGRATED LEARNING

2.2 Effectiveness of applying CLIL technology in the formation of students'
cognitive and academic language competence

Technologization of the sphere of education is caused by the need to
systematize and structure the accumulated pedagogical and methodological
experience in various fields of knowledge, allowing us to identify criteria for
evaluating emerging pedagogical systems and phenomena. Remaining within the
framework of the technological approach in education, we will define the concept
of pedagogical (educational) technology, which acts as a tool for implementing this
approach. In the scientific literature, there are a number of definitions of the
concept of pedagogical (educational) technology.

Thus, V. V. Guzeev, M. Eraut, R. Stackenas, R. Kaufman, D. Eli, S.
Wedemeyer [59,8] hold the opinion that pedagogical technology is a vast field of
knowledge that deals with the construction of optimal learning systems and is
based on data from social, managerial and natural sciences.

The most optimal definition, in our opinion, is the definition presented by G.
K. Selevko, namely, "pedagogical (educational) technology is a system of
functioning of all components of the pedagogical process, built on a scientific
basis, programmed in time and space and leading to the intended results [60, 52].

This interpretation of the concept includes a multi-aspect approach and sets
vectors for identifying criteria for the technological effectiveness of the
educational process. The criteria allow us to answer the question "is the
pedagogical phenomenon being studied a technology?”. The main criteria for
technological efficiency, according to G. K. Selevko, are the following: scientific,
systematic, structured, and manageable.

In CLIL, a foreign language is considered as a basic, basic skill (core skill),
the possession of which at a high level allows students to develop professionally-
oriented communication skills and abilities. This understanding of CLIL is a key in
light of the changes taking place in the field of education and in society as a whole,
due to the rapid development of information technologies and the processes of
globalization and internationalization.

There are a number of reasons why CLIL has a high motivating potential,
specifically:
- the need to study the content of the discipline, that is, the use of meaningful
content, motivates students to improve their level of foreign language proficiency;
- the lexical approach is used, thanks to which students notice and analyze
language structures and lexical units, for example, while reading a text;
- there is an immersion in the language environment, as well as awareness of the
importance of their own achievements in the learning process;
− the content of the academic discipline is of particular importance, while in other
methods of teaching foreign languages, the content of the academic discipline
serves as an illustration of the language structures being studied.
Below is an analysis of the CLIL for compliance with the main criteria of
technological effectiveness.

Scientific character (conceptuality). Pedagogical technology is based on a
philosophical, psychological, and pedagogical scientific concept aimed at
achieving educational goals. CLIL technology meets this criterion, since CLIL is
based on a scientific concept, namely, the cognitive theory of bilingualism by J.
Cummins and theoretical studies developed by D. Marsh, D. Coyle, O. Meyer.
Systematic approach. Pedagogical technology should have all the features of the
system: the logic of the process, the interconnection of all its parts, and integrity. It
assumes the presence of an internal organization (target and content components),
fundamental concepts and methods, a certain algorithm of interaction, etc.
Analyzing the subject-language integrated learning, we can say that the CLIL has
all the features of a system, including the target component (mastering the subject
content of the discipline and the language being studied), the content component
(the subject content of integrated classes in the discipline and the language being
studied), the fundamental concepts and methods (J. Cummins 'bilingualism
theories, principle 4 "C", the two-factor model of communication, the key
principles and strategies of the CLIL), etc. The use of all components in common
allows ensuring the efficiency of the functioning of this system and the
achievement of the planned result.
Manageability implies the possibility of diagnostic goal-setting, planning, design
of the learning process, step-by-step diagnostics, variation by means and methods
in order to correct the results, and also implies the possibility of using (repeating)
pedagogical technology in other similar educational institutions, by other subjects.

The CLIL technology meets this criterion, because:
- in the process of learning, two goals are achieved in one unit of time:
learning a foreign language and studying a subject. Knowledge of the language
becomes a means of studying the content of the subject;
- increases motivation to learn a foreign language through meaningful
content;
- there is an immersion in the language environment;
- intensive development of higher-order cognitive skills (according to the B.
Blum hierarchy), such as analysis, synthesis, generalization, classification,
evaluation, etc.;
− the development of cognitive academic language competence is activated
in the course of discussions of abstract concepts and concepts conditioned by
minimal context (for example, mathematical or natural science concepts and
concepts, etc.);
- there is an intensive interaction of all subjects of the educational process,
which ensures a productive command of a foreign language;
- we use authentic educational material rich from the cognitive point of
view, including video clips, flash animation, web quests, podcasts and other
interactive materials of foreign-language websites, which has a high motivating
potential and is selected in accordance with the principle of professional
orientation.

The technology of content-language integrated learning CLIL has versatility,
as it can be adapted to different contexts: these can be different subject areas, such
as physics, history, chemistry, mathematics, etc., and different languages.

Thus, the analysis suggests that content-language integrated learning
(Content and Language Integrated Learning (CLIL) is a pedagogical technology in
the sense that this concept is understood in the domestic scientific and
methodological literature.

As mentioned above, CLIL is a general term that includes many teaching
methods and technologies. Therefore, when drawing up a CLIL program, each
teacher selects own organization of the process, chooses the appropriate CLIL
training model.

Factors contributing to the choice of the CLIL model [57, 24]:
1. Teacher capabilities: The planning and implementation of the CLIL
depends on how experienced the teacher is, how he or she works: individually or in
a group, and how much it develops him or her.
2. Level of language proficiency: the degree of knowledge of the language
being studied determines what kind of teaching material will be taught, as well as
the role of the teacher in the learning process.
3. Time allocated for CLIL training.
4. The ways of integrating the subject content and the linguistic component
affect the decision of how these two components will be assimilated in the process
of implementing the model.
5. Degree of extracurricular / extracurricular activities: the connection of the
CLIL course with the extracurricular work of students involves communication
with students from other schools/countries and cooperation/work with teachers
from other educational institutions (including foreign ones).
6. Assessment system: assessment of learning outcomes, assessment aimed
only at the subject content or linguistic component, or both.
K. Bentley gives the main types of CLIL, on the basis of which various
learning models are formed [61, 48].

CLIL types

Soft CLIL CLIL types Allocated time Context
Hard CLIL
Linguistically-oriented 45 minutes/once a Some academic

week topics are taught as

part of foreign

language lessons

Content-oriented 15 hours a term Schools or

(including several teachers choose

blocks of the discipline) certain subjects

that they teach in a

foreign language

Content-oriented 50% of the About half of the

(partial program program's subjects

immersion/immersion) are taught in a

foreign language.
The subject
content can be
already known or
completely new
for students

D. Coyle, F. Hood, and D. Marsh distinguish 2 levels of CLIL learning
models:

1. Extensive instructions through the vehicular language.
In this model, the language is used to present, summarize, and repeat topics and
material, with little or no use of the native language. There is a clear focus on
content, language, and cognitive activity. The subject content is studied in a
foreign language, in this case, scaffolding is widely used – in the form of learning
new words, phrases, grammatical functions and structures related to the topic being
studied. In such a model, it is often observed joint activity of a subject teacher and
a foreign language teacher when planning a program. The described model
assumes setting and achieving goals in improving not only the subject knowledge,
but also the linguistic one. At the same time, the content can be very different,
depending on the needs of students, teachers, and the school itself.

2. Partial instruction through the vehicular language.
In this model, the subject content taught in the target language is less than 5% of
the entire CLIL program. Within the framework of this model, the project method
is often used, which is organized separately by subject teachers or foreign language
teachers, or jointly.

The use of the studied language and the native language alternates. One
language can be used for summarizing information, the other-for conducting a
lesson, that is, participants in the learning process switch from one language to
another. It depends on how everything is planned in the course of the lesson and
the program as a whole. For example, students can do their homework in their
native language to better assimilate and consolidate new information. For the
answer, the student can use the language that he considers the most acceptable.

Thus, either teachers themselves or educational institutions can vary the
programs and independently develop CLIL training models.

D. Coyle, F. Hood, and D. Marsh distinguish the following typical models
using the CLIL bilingual learning technology:

Model 1: Multilingual learning – more than one foreign language is used in
CLIL programs for several years:
- students improve their knowledge of foreign languages before continuing their
studies or starting work;
- CLIL programs attract international students, as internationalization is the main
goal of the development of higher education institutions.

Model 2: CLIL as optional training-language training runs parallel to special
disciplines with the aim of developing CALP and HOT:

- study of a professional language (in the field of training: physics, mathematics,
chemistry, etc.) by creating foreign language departments in various faculties,
where language courses complement existing programs;
- students master the discipline and improve their level of foreign language
proficiency within the training area.

Model 3: Subject courses with the inclusion of language learning – courses
in various disciplines that include the study of a foreign language. The training is
conducted by subject teachers and foreign language teachers:
- students who have a low level of knowledge in the field of a professional foreign
language receive support and assistance in the learning process;
− as a rule, students have different levels of subject and language knowledge and
skills, so the courses are aimed at their uniform improvement.

Model 1 is used in some types of higher education institutions (for example,
economics departments, where students with a high level of development of
foreign language competence predominate). Models 2 and 3 are more common,
because they are easier to implement.

The results of the first scientific studies in the field of bilingualism and
cognitive abilities showed that the cognitive abilities of bilinguals are significantly
lower than the cognitive abilities of monolinguals. Researchers who followed this
"naive" theory of bilingualism assumed that in the human mind, two languages are
in a certain balance, while one language can develop only by limiting the
capabilities of the other. An example of another "naive" theory of bilingualism is
the "Balloon Theory", which is based on the idea of two inflated balloons located
in the head of a person. A person who speaks one language (monolingual) has one
inflated balloon in his head, and a person who speaks two languages has two half-
filled balloons. As the ball representing the second language (for example, English
in the United States) fills, the ball representing the first language (for example,
Spanish) "deflates". The theory gained recognition due to the fact that it
corresponded to the intuitive idea of most people about the mechanisms of
functioning of bilingualism. J. Cummins [62, 104] suggests the term "Separate
Underlying Proficiency" to refer to a similar model of bilingualism. According to
this model, the two languages function separately from each other without any
transformation and interaction, within a strictly limited "space".

The "Balloon Theory" is based on the assumption that the first and second
languages are in an isolated position. However, research proves the opposite – in
the cognitive system, language concepts are not separated, but interact and undergo
transfer. For example, when lessons are taught in English, this does not mean that
only the part of the brain that is responsible for this language develops during the
learning process. Definitions and concepts learned in one language are transferred
to another language. A person who has been taught to use a dictionary in English
can also use a dictionary in Spanish; a student who has been taught the algorithm
for writing an abstract to a scientific article in English can also write it in Russian.
Thus, a learned concept or algorithm for performing an action can easily be used in
both languages, provided that both languages are developed at a sufficiently high

level. Such reasoning leads to the idea of the existence of "Common Underlying
Proficiency", that is, bilingual skills that are universal for two languages.

Picture 3 – Balloon theory
The cognitive model of bilingualism, authored by J. Cummins, is called the
"Iceberg Theory". The theory is illustrated by two icebergs that share a common
underwater part. The two languages are different in their manifestations, so the
surface parts of the iceberg are isolated. The underwater part of the iceberg is a
single whole, that is, both languages function through the same central operating
system of the human brain.
The model of bilingualism, which is based on the theory of the existence of
"General proficiency" in languages (Common Underlying Proficiency model of
bilingualism), can be characterized as follows:
- Regardless of the language used the process of thinking, which is
accompanied by speaking, reading, writing or listening, is carried out in a single
"center". If a person speaks several languages, his thought processes take place in a
single thought center;
- Bilingualism and multilingualism are possible, since the human brain has
sufficient capacity to "store" several languages. People can easily communicate in
several languages;
- Information processing and learning skills can be developed using one or
two languages. School education and cognitive development can be successfully
carried out both on a monolingual and bilingual basis, while the work of a single
thought "center" is implied;

- The student must have a good command of the language of instruction in

order to solve cognitive problems that arise in the learning process;

- Speaking, writing, reading and listening skills in the first and second

languages have a positive impact on the development of the cognitive system as a

whole. However, if the skills and abilities in the second language of instruction are

not sufficiently developed, the cognitive system will not work with maximum

efficiency. Studies conducted by T. Skutnabb-Kangas and T. Toukomaa on the

observation of Finns in Swedish schools confirm the above fact [63, 14];

The Sepir-Whorf hypothesis, which has caused a long debate, suggests that

different languages form different pictures of the world. This hypothesis challenges

the notion that bilinguals have a single, integrated thought center. Language affects

both the process of thinking and its content.

Thus, different languages can have different effects on thinking through their

structure, through familiar discourse, concepts, and meanings. If this is true, then

learning a second language expands the individual's ideas, ideas, and views, and

leads to an understanding of additional and alternative meanings. The question of

how the thinking of a bilingual person changes when switching from one language

to another is complex and does not have a clear answer.

The theory, which explains the relationship between cognitive ability and the
degree of bilingualism of the individual, is called the “Thresholds theory". It was

developed by T. Skutnabb-Kangas and R. Toukomaa and J. Cummins . According

to this theory, the relationship between cognitive ability and individual

bilingualism can be illustrated by the idea of two thresholds. Each threshold

represents a certain level of language proficiency. The first threshold is the level of

language proficiency that an individual must achieve in order to avoid the negative

consequences of bilingualism. First threshold is level to reach to avoid negative

consequences of bilingualism. The second threshold is the level that must be

passed in order to manifest the possible positive consequences of bilingualism.

Second threshold is a level required to experience the possible benefits of

bilingualism.

Balanced Bilinguals - Age-appropriate competence in both languages

- Positive cognitive advantages

Less Balanced Bilinguals - Age-appropriate competence in one language

- Unlikely positive or negative advantages

Limited Biinguals - Low levels of competence in both languages

- Likely negative cognitive consequences

Picture 4 - Thresholds Theory by J.Cummins

The illustration of the "Thresholds Theory" is the image of a three-story
house. On both sides of each floor are staircases, symbolizing the two languages of
man. Stairs imply the constant development of a bilingual person and moving
forward, from floor to floor. On the lower floor of the house there are those
individuals whose language skills are not sufficiently developed or do not meet the
requirements of the age group. At this stage, bilingualism can have a negative
impact on cognitive abilities. For example, a student who does not cope with the
set educational tasks either with the help of L1 or with the help of L2 will
inevitably face problems of academic performance. On the middle floor of the
house there are individuals whose language competence in only one language and
their level of development meet the requirements of the age group. This group
includes students who can only communicate in one of the two languages. Partial
bilinguals have virtually no advantages over monolinguals in terms of cognitive
development. It should be noted that in this case, bilingualism does not have a
significant positive or negative impact. On the top floor there are so-called
"balanced" bilinguals. At this level, students have language competence

appropriate to their age group in two or more languages. For example, students can
learn in any of the two languages, successfully assimilating the learning material.
At this level, the positive influence of bilingualism on cognitive abilities is
manifested.

Given a well-formed, age-appropriate bilingual language competence
(formed bilingual competence), and bilingual students gain obvious cognitive
advantages over their monolingual peers.

"Thresholds theory" is applicable to describe the learning process on a
bilingual basis. As an example, we can cite the situation in schools in Canada,
where training is conducted according to immersion programs. Children with an
insufficiently developed level of bilingualism have a significant lag in their studies
in subjects taught in a second language. However, J. Cummins believes that
immersion programs can help bilinguals reach the upper threshold at which the
cognitive benefits of bilingual learning manifest themselves [64, 31].

"Thresholds theory" also explains the reasons why students who do not
speak English as their first language (for example, immigrants to the United States)
cannot achieve a certain level of language competence development in a second
language and, as a result, cannot take advantage of" weak " forms of bilingual
education. In such a situation, a low level of development of language competence
(for example, English) negatively affects academic performance.

The main problem that arises in the application of the "Thresholds Theory"
is to determine the level of language competence that a student must achieve in
order, first, to avoid the negative impact of bilingualism and, secondly, to gain
cognitive benefits from bilingualism. It remains unclear under what conditions the
upper limit of language acquisition becomes the lower limit of a higher level?

In its development, the "Thresholds Theory" has gone through several
stages. The first stage of development concerns the relationship between the two
languages that a bilingual person uses to communicate. J. Cummins enriched his
theory with the hypothesis of evolutionary interdependence (Developmental
Interdependence Hypothesis). According to this hypothesis, language competence
in the second language partly depends on the level of development of language
competence in the first language that has already been achieved. The better the
language competence of the first language is developed, the easier it will be for
students to achieve positive results in mastering the second language. If the
competence of the first language is poorly developed, it is quite difficult to achieve
bilingualism. This hypothesis is confirmed in the works of such foreign scientists
as R. Eilers, D. Oller, A. Cobo-Lewis, etc [65, 20].

J. Cummins noted that the skills of speaking a foreign language for daily
communication can be mastered within two years, while the formation of more
complex foreign language skills necessary for the successful development of the
curriculum requires from 5 to 7 years [66, 128].

Communication skills of everyday communication (for example, a
conversation with a salesperson in a store) may not adequately reflect the level of
foreign language competence necessary for mastering educational and cognitive

goals. The language of the "playground" is radically different from the language
used in the classroom.

In connection with the above, J. Cummins identifies two aspects of
competence in the field of second language – "BICS" (Basic Personal
Communicative Skills) – basic communication skills of everyday communication
and "CALP" (cognitive academic language proficiency) – cognitive academic
language competence, which is necessary outside of everyday communication
situations.

Picture 4 – BICS
J. Cummins introduces the concept of "context" and "cognitive difficulty".
Everyday communication in a certain context (for example, in a store) is
accompanied by non-verbal communication, which contributes to the perception
and understanding of speech. Such tasks do not present cognitive difficulties and
can be solved within the competence of BICS. "Decontextualized" situations,
which are typical for the educational (academic) environment, represent a large
cognitive load. The flow of educational information that contains a large number of
abstract concepts and is devoid of context (for example, teaching mathematics)
requires a high level of cognitive academic language competence (CALP) for
assimilation.
The difference between basic everyday communication skills (BICS) and
cognitive academic language competence (CALP) is presented as an iceberg. On
the surface are such BICS skills as the ability to perceive and adequately apply the
information received, as well as oral speech skills. The underwater part of the
iceberg is formed by the skills of CALP analysis and synthesis. On the surface are
the main language skills – pronunciation, vocabulary, grammar; under the "water"
- semantic and functional meaning.
Researchers distinguish a number of characteristics of BICS and CALP:
1. The boundary between the two aspects of bilingual competence

(BICS and CALP) is intuitive and applicable in cases where it is a

question of students with a sufficiently high level of second
language proficiency, but experiencing difficulties in mastering the
curriculum. The transition from BICS to CALP can be represented
as a moving scale, on which students smoothly slide forward,
rather than moving in large jumps. The development of bilingual
language skills is an evolutionary, dynamic, interactive and rather
complex process.
2. Clear boundaries between BICS and CALP are quite difficult to
establish, which makes them difficult to test and evaluate.
3. The relationship between language and cognitive development is a
complex process. There is no clear answer to the question of
whether the development of cognitive skills and abilities is the
result of the formation of language competence and vice versa. In
this case, we are talking about the influence of many factors: the
socio-political situation, culture, context, motivation, school,
parents ' attitudes to this issue, etc.
4. The gradual transition from BICS to CALP is typical for the
development of language competence in immirgant children who
are learning a second language. However, this sequence can be
broken. For example, a scientist can read in a foreign language, as
it is necessary for conducting scientific research, but cannot
communicate in it.
5. CALP can be associated with the ability to successfully pass school
tests, the so-called test wisdom. Such tests are focused on the
knowledge of the literary language and are biased against dialects,
Creole, as well as non-standard languages (for example, English of
African Americans (Black English). J. MacSwan and K. Rolstad
[199] argue that the theory of J. Cummins gives preference to the
literary language (the language of educated middle-class people),
thereby reducing the role of the spoken language of workers. The
authors introduce a more precise, in their opinion, term Second
Language Instructional Competence (SLIC) – educational
competence in the second language;
6. Conversational language and interpersonal communication are not
always tasks devoid of cognitive difficulty. For example, not only
written speech, but also oral communication involves the logical
construction of statements, the use of metaphors and abstract
aspects of language.
The distinction between BICS and CALP allowed us to explain the failures
of educational programs for representatives of linguistic minorities. For example,
in many schools in the United States, a variety of programs are aimed at
developing language competence in English among children from linguistic
minorities. It is assumed that by achieving a certain fluency of speech, students
will be able to communicate with their peers and teachers, as well as cope with the
requirements of the curriculum. Students are transferred to regular classes, as they

have formed the basic communication skills of everyday communication (BICS),
necessary for the development of the main educational program. The concepts of
BICS and CALP J. Cummins explain the negative results of such an experience.
Cognitive academic language competence in this case is not developed at the
proper level. Since CALP is not sufficiently developed, the student cannot cope
with the requirements of the curriculum. According to J. Cummins, the most
important prerequisite for bilingual learning is high-level development "General
language proficiency" (Common Underlying Proficiency). These skills must be
developed simultaneously in two languages.

J. Cummins [67, 12] expanded the concept of CALP for educational
purposes, identifying three areas of its development: cognitive, academic, and
linguistic:

Cognitive: in the learning process, the teacher should set the students
feasible tasks that cause certain cognitive difficulties. It is assumed that in the
process of solving these problems, the student will use the so-called higher order
thinking skills (high order thinking skills): the ability to draw conclusions,
evaluate, generalize and classify;

Academic: the content of the academic disciplines studied by the student and
the practical language classes must coincide in order for students to learn a certain
academic vocabulary;

Linguistic: the critical perception of a language should be formed by
linguistic and socio-cultural means.

According to the theory of J. Cummins [68, 54], language competence in the
second language (the so-called "surface fluency" of speech (surface fluency)
develops independently of this indicator in the first language. In comparison,
decontextualized communication, which requires a high level of cognitive
development, can be developed using one language or in two languages
simultaneously and in concert. Thus, bilingual education will be successful only if
the language competence of one or two languages is developed at a high level.
This, in turn, will allow the student to work successfully in an environment devoid
of context and requiring the solution of complex cognitive tasks.

J. Cummins believes that BICS are formed within 1-2 years, and the
formation of CALP requires a period of 5 to 7 years, which was confirmed in the
studies of K. Hakuta ,V. P. Collier, E. Shohamy and others.

In the transfer of this hypothesis to the theory of bilingual education, it
seems appropriate to use a model in which the main stage of education in an
educational institution is held in the native language, and the integration of a
second language occurs when a person's thinking and language skills have reached
a sufficiently high level of development. As a result, there is a kind of transfer of
cognitive structures from the first to the second language.

Most of the arguments in favor of CLIL are given by researchers of the
theory of Second Language Acquisition (theory of second language learning).
According to this CLIL theory:

1. creates natural conditions for learning a foreign language;

2. it has a positive impact on the process of learning a foreign language, as it
focuses more on the meaning, rather than on the form;

3. significantly increases the use of the language being studied;
4. the goal appears to use a foreign language in the class [69, 54].
S. Krashen, P. M. Lightbown and N. Spada, M. H. Long, M. Swain and
others believe that the process of mastering the second (foreign) language is best
carried out in the same conditions that existed in the process of mastering the first
(native) language) with your tongue. That is, the emphasis in training is more on
the meaning (content), rather than on the form. The researchers emphasize that
students will perceive more information if learning a foreign language takes place
in a natural form in the process of communicating with other students.

2.3 Experimental results and dynamics of the formation of cognitive academic
language competence of students on the basis of CLIL technology

The CLIL concept exists as a means by which students can continue their
academic and cognitive development while simultaneously building cognitive
academic language competence. Students need to develop spontaneous speech in
interactive situations where they acquire a large amount of information about the
structure and functioning of the language. Learning a second language is a long
and natural process.

How can the educational process be designed based on the theoretical
principles described above? For example, when setting any training task, you need
to consider the following points.

 What is required of the student in solving this educational problem,
what cognitive difficulties he will face in the process of solving it, the
initial skills necessary for its solution?

 The form of presentation of the training task (the need to use the
context in each specific case), the use of visibility, demonstration,
ICT, oral or written instructions, the degree of assistance of the
teacher. More detailed studies in this area were carried out by B.
Mohan [70] and G.Tang [71].

 The level of development of the student's language skills.
 Background knowledge and previous learning experience; individual

characteristics of perception and learning; expected result and attitude
to learning in general; confidence and initiative, as well as experience
in performing such tasks.
 Evaluation of learning outcomes (current and final), as well as the
form of evaluation of these results (oral, written, building a specific
model, schedule, etc.) [72]. Like any scientific theory, this theory has
its drawbacks. Among them are the following:
In early works, J. Cummins isolates the individual components of a
bilingual's cognitive or educational experience. Bilingualism in general, and the
interdependence of bilingual education and the successful development of the
school curriculum, depend on a much larger number of factors than mentioned in
his early works.
At this stage, the theory mostly considered individual and psychological
aspects, without taking into account socio-economic and socio-cultural factors.
Bilingualism and bilingual education, in particular, should take into account
cultural, social, political and social aspects. The combination of these factors and
each of them separately characterize the concept of "bilingualism" as an individual
and at the same time social phenomenon. In later works, J. Cummins addresses
these issues.
J. Cummins does not consider such "alternative" learning goals as self-
esteem development, social and emotional development, creative thinking,
continuous self-education, moral development and upbringing.

The two planes representing communication with high and low levels of cognitive
difficulty are not necessarily separated strictly at right angles. The boundaries
between contextualized and decontextualized communication are rather arbitrary,
since almost any communication takes place in a certain context.
If a bilingual student has difficulties in the learning process, the teacher can
simplify the tasks, making them more accessible for understanding and
performing. In this case, the connection of this theory with the behavioral approach
in teaching is traced.

English has become a means of international professional communication. In
this regard, it became necessary to train future specialists in higher educational
institutions in English. This form of education is widely used outside of English-
speaking countries. A large number of such programs are offered by higher
education institutions in the Netherlands and the Scandinavian countries. The rapid
changes taking place in the global language environment impose an additional
burden on students, teachers and commercial organizations that are forced to
operate in a bilingual or multi-linguistic environment.

The principle of integration of a foreign language and subject content
(Content and Language Integrated Learning (CLIL) is aimed at removing this
additional burden by intensifying the educational process, in which a foreign
language teacher uses interdisciplinary topics in foreign language classes or
teaching a number of subjects in a foreign language.
Researchers distinguish two main approaches to the implementation of subject-
language integration.

 content-driven education-the learning process is focused on learning the
content of the discipline;

 language-driven education-training is focused on learning a foreign language
based on subject content.

In this study, the second approach – language-driven education-is the main one in
the design of the pedagogical model.
There are objective reasons why the idea of subject-language integration has a
higher motivating potential compared to other approaches, namely:

 the need to study the content of the discipline motivates students to improve
their level of foreign language proficiency;

 the lexical approach is used, thanks to which students notice and analyze
language structures and lexical units, for example, while reading a test;

 there is an immersion in the language environment, as well as an awareness
of the importance of one's own achievements in the learning process

 of particular importance is the content of the academic discipline, while in
other methods of teaching a foreign language, the content of the academic
discipline serves as an illustration of the language structures being studied

CLIL is not a new phenomenon, but it has recently become increasingly popular. A
large number of educational programs based on this approach have been widely
used since the mid-60s of the last century in secondary schools in Canada, the
United States, Spain, etc., that is, mainly in countries with two official languages.

Knowledge of three European languages is a priority in many European countries.
Numerous studies in the field of the effectiveness of bilingual education programs
have shown that, if properly implemented in the learning process, bilingual
education is the most effective way to simultaneously learn English (as a foreign
language) and academic disciplines.
M.Baynham identified three main areas within the CLIL / ICL that present certain
difficulties for both theorists (researchers) and practitioners (teachers):

 The theoretical direction develops the idea of the role of language in the
construction of knowledge (knowledge construction). In this case, we are
talking about the social-constructivist orientation of CLIL, which is also
emphasized in their works by D. Marsh, M. Gustafsson, A. Eriksson, Ch.
Raisanen, D. Wollf, etc.

 The methodological direction requires the use of a collaborative approach in
teaching, which involves the joint work of teachers of a foreign language
and special disciplines, the creation of a kind of communities that go beyond
the boundaries of academic disciplines.

 Contextual direction – the main difficulty is the question of how the
interaction between teachers should take place. The organization of
productive institutional discursive communities that go beyond the
boundaries of academic disciplines is one of the possible ways to solve this
issue. Similar experiences exist in universities in Sweden and South Africa.

At the moment, there are a number of circumstances that, according to many
researchers, can have a negative impact on the implementation of CLIL in the
learning process. Subject teachers are not always willing to support innovations,
since the use of this technique requires a lot of training on the part of the teacher. It
is also worth noting the small number of programs and trainings for training
specialists in the field of CLIL and the lack of coordination of foreign language
programs with programs in other disciplines. Nevertheless, the need for reform in
the field of foreign language teaching in connection with the process of
globalization contributes to the active implementation of the CLIL concept in the
educational systems of most countries in the future.

The cognitive theory of bilingualism by J. Cummins is a theoretical basis
for the integrated study of a foreign language and subject content. This theory,
developed by J. Cummins, explains the relationship between cognitive ability and
the degree of bilingualism of the individual. An illustration of this interdependence
is the idea of two thresholds, where each threshold represents a certain level of
language competence. J. Cummins states that an individual (individual, student)
can acquire two types of linguistic competence (language proficiency): basic
interpersonal language skills (BICS) and cognitive academic language proficiency
(CALP). While basic communication skills are developed within 1-2 years, the
development of cognitive academic language competence at the high level
necessary for understanding and perceiving the academic context takes from 5 to 7
years. J. Cummins expanded the concept of CALP for educational purposes,
highlighting 3 areas of development: cognitive, cognitive and linguistic.

J. Cummins introduces the concept of "context" and "cognitive difficulty".
Everyday communication in a certain context (for example, in a store) is
accompanied by non-verbal communication, which contributes to the perception
and understanding of speech. Such tasks do not present cognitive difficulties. In

turn, the "decontextualized" situations that are typical for the educational
environment (academic) environment represent a large cognitive load. The flow of
educational information that contains a large number of abstract concepts and is
devoid of context (for example, teaching mathematics) requires a high level of
cognitive academic language competence (CALP) for assimilation.
The difference between basic everyday communication skills (BICS) and cognitive
academic language competence is illustrated as an iceberg. On the surface are such
BICS skills as the ability to perceive and adequately apply the information
received, as well as oral speech skills. The underwater part of the iceberg is formed
by the skills of CALP analysis and synthesis. On the surface are the main language
skills – pronunciation, vocabulary, grammar; under the "water" - semantic and
functional meaning.
The researchers identify a number of characteristics between BICS и CALP [73]:

– The boundary between the two aspects of bilingual competence (BICS and
CALP) is intuitive and applies when it comes to students with a fairly high level of
second language proficiency, but who have difficulties in mastering the
curriculum. The transition from BICS to CALP can be represented as a moving
scale, on which students smoothly slide forward, rather than moving in large
jumps. The development of bilingual language skills is an evolutionary, dynamic,
interactive and rather complex process.

– Clear boundaries between BICS and CALP are difficult to establish, which
makes them difficult to test and evaluate.

The relationship between language and cognitive development is a complex
process. There is no clear answer to the question of whether the development of
cognitive skills and abilities is the result of the formation of language competence

and vice versa. In this case, we are talking about the influence of many factors: the
socio-political situation, culture, context, motivation, school, parents ' attitudes to
this issue, etc.

– The gradual transition from BICS to CALP is typical for the development of
language competence in immigrant children who are learning a second
language. However, this sequence can be broken. For example, a scientist
can read in a foreign language, as it is necessary for conducting scientific
research, but cannot communicate in it.

– CALP can be related to the ability to successfully pass school tests (test
wisdom). Such tests focus on the knowledge of the literary language and are
biased against dialects, Creole, and non-standard languages. J. MacSwan
and K. Rolstad [74] argue that Cummins ' theory gives preference to the
literary language (the language of educated middle-class people), thereby

reducing the role of the spoken language of workers. They introduce a more
precise, in their opinion, term Second Language Instructional Competence
(SLIC) – educational competence in the second language.

– Conversational language and interpersonal communication are not always
tasks devoid of cognitive difficulty. For example, not only written speech,
but also oral communication involves the logical construction of statements,
the use of metaphors and abstract aspects of language.

– J. Cummins [75] introduces the concept of "degree of cognitive difficulty"
and the concept of "context" in bilingual learning. In his opinion, the
learning process is successful when the task assigned to the student has a
certain degree of cognitive difficulty and at the same time is sufficiently
loaded from the point of view of the context. He concludes that the level of
competence of the second language depends on the degree of development
of the competence of the first language.

J. Cummins coordinate system was developed by him for the design of an
educational program, during the implementation of which there is a gradual
formation and development of BICS and CALP. It allows for a transition from
communication that does not present cognitive difficulties and is conditioned by a
certain context, to communication with a high level of cognitive load in situations
with a contextual minimum, implying the ability to compare and contrast,
generalize and review, argue your own point of view, etc. in a foreign language.
When justifying the theory of bilingual learning based on the J. Cummins
hypothesis, it is advisable to use a model in which the main stage of education in
an educational institution is held in the native language, and the integration of a
second language occurs when a person's thinking and language skills have reached
a sufficiently high level of development. As a result, there is a kind of transfer of
cognitive structures from the first to the second language. The CLIL acts as a
means by which students can continue their academic and cognitive development
while simultaneously building academic language competence.

Constructivism as a theory of knowledge and a theory of knowledge
development is also an important element in the context of CLIL, as it explains the
mechanisms of human perception (understanding) and cognition, which, in turn,
are key issues in the integration of a foreign language and subject content.
Within the framework of constructivism, several theories related to human
perception have been developed. All of them are based on the idea that perception
is a creative (constructive) process. Cognitive psychology, being an offshoot of
constructivism, considers perception as a cognitive process, where the knowledge
that a person possesses interacts with an external stimulus (stimulus). The result of
this interaction is an individual mental construction, which will be stored in the
memory of a person, provided that he considers it sufficiently important and
necessary. From the point of view of constructivism, the main goal of interaction
(communication) is not the discussion of language moments and grammatical
structures, as a result of which language learning occurs, but the discussion and
construction of content (content), which, in turn, leads to its transformation and
comprehension.

In addition, when planning educational material based on the CLIL
methodology, the teacher should take into account the age of students, the degree

of their knowledge of a foreign language, and their readiness to accept educational
material in a foreign language.
When preparing lessons in the format of the described methodology, it should be
remembered that special requirements are imposed on the educational material and

differ from the tasks used by the teacher for planning traditional lessons. The
teacher faces a number of tasks:
1) the material on the topic should be lower in complexity than the level of
knowledge of students in their native language on this subject;
2) tasks should reflect the features of the language being studied, be able to use
certain linguistic forms;
3) texts should be carefully selected according to the topic and the specific level of
knowledge of students;
4) tasks should correspond to the topic and contain a sufficient amount of
information for understanding and assimilation.
CLIL educational activities are designed to form a real need and desire to
communicate in a foreign language. Based on the essence of the educational
process and what the teacher understood as the student's choice, various tasks

should be created and provided for the beginning of learning. All receptive and
productive goals - listening / reading and speaking / writing - are designed so that
CLIL tasks match both the language and the content.
Some activities focus on receptive skills in certain genres, such as reading /
listening and reading, if reading / listening is based on the following activities:
• label a diagram/picture/map/graph/chart;
• complete a table;
• make notes on specific information (e.g. dates, figures, times);
• reorder information;
• identify location/speakers/places;
• label the stages of process/instructions/sequences of a text;
• fill in the gaps in a text.

Speech activity can be based on:
• question loops and partial sentences with Q&A, terms, and definitions;
• class surveys using questionnaires;
• word guessing games;
• the game 20 Questions, with a support framework for asking questions;
• group discussions and impromptu individual/group presentations;
• the creation of visual aids, posters, and poster presentations.

Modern pedagogical educations you know, the ongoing innovation processes
in the system require the formation of a highly intelligent, educated, fully
developed personality. Of course, the multi-faceted presence of disciplines
contributes to the depth of knowledge of a graduate of a higher educational
institution. The combined study of subjects taught at the University in the course of

classes contributes to the growth of students ' knowledge and cultural level.
Today, it is difficult to solve some unresolved problems in the field of pedagogy by
previous methods, so it is necessary to be able to use effective methods in the

current education system in the lesson process. The process of integrating
disciplines at the present stage requires increasing the level of new pedagogical
technologies. At the same time integration of disciplines the problem is expressed
in teaching certain academic disciplines, including methods, theories, and laws of
other disciplines. This contributes to the emergence of a new qualitative type of
knowledge and it leads to the emergence of scientific concepts and categories,
approaches. Teaching English in conjunction with other subjects is one of the main
ways to master the content of education and develop writing skills.
As it’s clear, the opinion about conducting integrated classes comes from the
proximity of the lessons taught in the classroom. One of the main tasks set in
modern pedagogy is to allow students to perceive the basic knowledge gained in
each subject in the context of a unique world image, to give the younger generation
an idea of environment, about society and its place in it.
Through the combined study of subjects in a higher educational institution, it is
possible to provide graduates with a comprehensive education, regardless of the
future specialty. To do this, it is necessary to be able to combine the subjects taught
in the educational institution.
In pedagogy, students usually have three different requirements for students to do
this:
- ability of students to study the tasks proposed by the teacher with a search-based
approach;
- ability to perform simple types of research work;
- ability to distinguish the relationship between works included in the holistic
literary context [76, 24].
Integrated learning method - a short-term interaction between a teacher and a
student aimed at mastering certain skills, knowledge, and skills.
In the pedagogy, teaching methods are divided into three groups:
- Methods of organizing and implementing educational and cognitive activities:
1. dictionary, visual, practical (based on the original presentation of the educational
material).
2. reproductive explanatory and illustrative, inquisitive, research, problem-based,
etc. (according to the description of educational and cognitive activities).
3. inductive and deductive (based on narrative logic and perception of educational
material);
- methods of monitoring the effectiveness of educational and cognitive activities:
oral, written, self-test and verification of the level of knowledge, skills and abilities
-methods of stimulating educational and cognitive activity:
1. the formation of motivation and determination of motivation, the emergence of a
sense of responsibility, obligation, interest in acquiring knowledge, skills and
abilities.
Methods of using materials over the internet are used from the following examples:
1. “Brainstorming method” helps to increase the cognitive abilities of the learner,
who receives logical forms of work both in the introduction to a new topic and in
the course of work on the development.

2. performing exercises to develop students' communication with each other
through an individual or group project;
3. creating new texts;
4. organization of various types of competitions, the optimal form of training,
which leads to the formation of competencies, the formation of competitiveness.
5. changing and increasing the amount of information used can not only increase
students' interest, but also expand their worldview and even lead to the emergence
of new methods and techniques.
6. using slides-when teaching a subject in a foreign language, you can easily find
the Kazakh equivalent of new words and phrases obtained using various images.
This makes it possible to determine the boundaries of the content of English and
Natural Science subjects.
7. the ability to master various terms related to the topic not only enriches the
vocabulary of students, but also positively contributes to the achievement of the
goal set by the teacher.

The main advantage of learning and teaching English through integrated
learning is that it is of great importance in mastering the language not only as a
means of inter-language and intercultural communication, but also as a
professionally oriented language. This will allow students to form and expand their
participation in international projects, establish and strengthen scientific contacts
with foreign partners, and achieve conditions in which they can not only access
sources of information in foreign languages, but also freely use them.

Especially one of the foundations of updating the content of education, the
active use of the modern CLIL method in trilingual education is very effective and
will certainly give good results.
The purpose of language exercises is to eliminate linguistic and psychological
difficulties in advance before listening to the material. Only then, when listening,
students focus their attention on the content of the text.
As a result of doing language exercises, the following skills are formed:
- ability to identify unfamiliar phenomena in the listening message, distinguish
them from each other and understand them;
- ability to combine sound images with meaning;
- ability to determine the meaning of an unfamiliar word based on word formation
techniques;
- ability to determine the meaning of various lexical units and grammatical
structures in context;
- ability to recognize the phenomena of synonyms and antonyms and reveal their
meanings.
Along with the development of these skills, as a result of doing language exercises,
students' listening ability and short-term memory are developed.
To develop these skills and abilities, it is effective to do the following language
exercises with students:
1. language exercises to improve their listening:
- listen to a few words and repeat them;
- repeat syntagmas and phrases while maintaining the specified intonation;

- listen to the sentences twice and perform tasks;
2. to improve their predictive abilities, they can do the following language
exercises.
- listen to a number of word classes (adjectives or verbs) and name nouns that are
often combined with them;
- listen to words made up of familiar elements and translate them into Kazakh;
- listen to a number of stamps of words and name them under what conditions they
are used:
- listen to the text spoken by the teacher; add the remaining words in the written
version of this text.
3. language exercises for short-term memory improvement of students:
- listen to a group of individual words and repeat them with words related to a
specific topic;
- listen to two or three short phrases and combine them into one sentence;
- listen to phrases consisting of ten or more words (i.e. longer than short-term
memory) and repeat them after the announcer;
- listen to the phrase and add another phrase related to it in terms of meaning, etc.
4. language exercises for improving word formation and contextual forecasting:
- listen to the verbs below and make nouns out of them by adding suffixes;
- listen to derived and combined words made from familiar elements, translate
them into Kazakh or explain how they are used in sentences;
- determine the meaning of International words based on the context and sound
form;
- review the keywords and determine the topic of the material to listen to, then
listen to a fragment of the text and test them.
5. exercises to determine the meaning of words:
- listen to sentences and identify the owner of the action or the name of the action;
- in the sentence, find a word that corresponds to the meaning of this word in your
native language, etc.
After eliminating linguistic and psychological difficulties by completing such
language exercises, you can proceed to do language exercises. Language exercises
are verbal materials that are accepted in conditions that are close to the true
conditions of communication through language.
- the content of the material for listening should have an educational significance
and its content should correspond to the age characteristics of students;
- the content of the material has an interesting problem for students;
- the presence of a strong logic of the material and its presentation in the language
of the trainer;
- it is desirable that the material contains different types of oral speech dialogue,
monologue, as well as dialogue-monologue mixed;
- the material should not be presented in the first person;
-the volume of texts intended for listening and understanding should not exceed 1 -
1.5 minutes at level A, 2-2.5 minutes at Level B, and 3-4 minutes at Level C.

Language exercises develop the ability to perceive the spoken word and understand
it, i.e. writing skills, improve them. As a result of completing these exercises,
students acquire the following skills:
- identify the most informative places of the message;
- ability to fully understand certain unspecified places by predicting them at the
material level;
- ability to combine the material with the conditions of communication;
- ability to identify the semantic details of the listening material, determine the
main game of each of them.
Among the materials of the internet, there are two types of speech: speech in the
form of a monologue and speech in the form of a dialogue. Students should get
used to listening and understanding both of these types of oral speech. Therefore,
at the B2 level, it is advisable to distinguish two types of word exercises that form
writing skills: word exercises that teach listening-understanding dialogue, and
language exercises that teach listening-understanding monologue.

1. exercises that teach you to listen and understand a dialogue are as follows:
- listen to the dialogue and create a similar dialogue on the same topic;
- listen to the beginning of the dialogue, continue and supplement each other's last
lines;
- listen to the dialogue and repeat the story of the characters;
- listen to the dialogue and tell its content in the form of a monologue (describe one
of the characters, find a topic for the dialogue, explain it), etc.

2. exercises that teach you to listen and understand a dialogue through the attitude
to a monologue or polylogue:
- listen to the questions and answer them yes or no;
- listen to the beginning of the dialogue, continue it and talk to each other;
- listen to the dialogue, expand it;
- listen to the dialogue, express your opinion on the issue under consideration,

3. language exercises that teach you to listen and understand monologues:
- listen to the text and answer the following question in detail;
- change the end (head, center) of the text you are listening to and tell the content;
- watch the film (film) and explain its main idea;
- break the message you are listening to into meaningful fragments and find a topic
for them;
- listen to the material and make a review of it using the following plan: 1) the
subject of the message; 2) its characters; 3) summary; 4) the main idea; 5)
evaluation of the message you listened to.

As a result of completing such exercises, it is possible to develop and further
improve the ability of students to listen and understand.

In addition, a typical CLIL lesson plan consists of steps specifically designed
to perform the following actions:
• checking previous knowledge;

• practicing content language;
• expanding vocabulary;
• consolidating knowledge;
• summarizing skills;
• applying the new knowledge;
• checking and correcting errors.

To use the language of content, it is necessary to design stages that focus on
speech interaction and / or the development of receptive skills such as listening and
reading. Depending on the topic, even in writing, the development of language
production can be important.

The CLIL lesson is based on material directly related to the subject, which
includes language research and is conducted by a teacher using the CLIL
methodology.
Both content and language are studied in CLIL lessons through methods that use
reading or listening texts and structures to support spoken or written language.

The CLIL lesson treats content and language equally and often consists of
four stages:

 Text editing
Good texts are texts written together with images so that readers can see them with
thorough reading; when working in a foreign language students need structured
markers for texts to help them find their way through the texts. These markers can
be linguistic (headings, subheadings) and/or schematic. Once the "basic
knowledge" is defined, you can analyze the organization of the text.

 Definition and organization of knowledge
Texts are often presented schematically. These structures are used to help students
categorize ideas and information in the text. Chart types include tree charts for
classification, groups, hierarchies, flow charts, and time tables for sequential
thinking, such as instructions and historical information, Tabular charts describing
people and places, and their combinations. The structure of the text is used to
facilitate reading.

 Language identification
It is expected that students will be able to repeat the core of the text with their own
words. Since students should use a simpler and more complex language, there is no
assessment of the language, but the teacher should highlight the useful language in
the text and classify it according to the function. Students may need a language of
comparison and contrast, location, or process description, but they may also need
well-known discourse markers, adverbial phrases, or prepositional phrases.
Sentences, semi-regular expressions, and given expressions can also focus on
subject and academic vocabulary.

 Tasks for students
Different tasks should be given, taking into account the purpose of learning and the
style and preferences of the student.
Receptive skills belong to the genre of "reading/listening and performing".
Listening activities:

• Listen and label a diagram/picture/map/graph/chart
• Listen and fill in a table
• Listen and make notes on specific information (dates, figures, and times)
• Listen and reorder information
• Listen and identify location/speakers/places
• Listen and label the stages of process/instructions/sequences of a text
• Listen and fill in the gaps in a text

Tasks should be subject-oriented, so that both the content and language are

reworked. Since you need to focus on content, you may need more language

support than usual in a language lesson.

 Typical speech activities include:
• Question loops - questions and answers, terms and definitions, halves of

sentences
• Information gap activities with a question sheet to support
• Trivia search - 'things you know' and 'things you want to know'
• Word guessing games
• Class surveys using questionnaires
• 20 Questions - provide language support frame for questions
• Students present information from a visual using a language support handout

[77, 15].

When students learn CLIL lessons, all four aspects of language learning are used:

writing, listening, reading, and speaking to read and discuss information.

In addition, in the CLIL lesson, the student analyzes and evaluates the information

received, and uses critical thinking. This allows students to better understand and

receive information. In addition, many CLIL classes are designed to engage

students in different cultures, as well as develop cross-cultural skills. Perhaps the

most important thing in CLIL lessons is to connect language with reality. In this

way, students learn vocabulary, grammar in a natural way, just ask questions in life

and find answers to them, all in their own language.

We would like to note that CLIL classes successfully work both in multilingual

groups and in special language classes.

CLIL lessons can be done in different ways, depending on the content of the

training. But there are several steps that can help you plan a CLIL lesson:

1. Choose an interesting topic (for language specialties), for other subjects it is

determined by the program.

2. Choose the vocabulary that teachers want to attract students ' attention. At the

initial stage, you can say about 6-10 words, and then increase to 20, depending on

the level of students.

3. Select specific grammatical structures.

4. Use text. In general, all aspects of language learning are involved in any CLIL

lesson, regardless of whether reading and listening special attention is paid to the

fact that they involve the use of ready-made texts on a specific topic (book,

magazine articles, articles on the Internet, etc.) where all the information is

presented. It is these texts that determine the choice of lexical and grammatical

structure.

5. The next important step in the development of CLIL lessons is the graphic
organizer.
- Graphic organizers are written means of communication that use graphic notation
to express knowledge, concepts, ideas, as well as relationships and relationships
between them. As a didactic tool that performs visual, communicative, and
cognitive functions, graphic organizers are used not only as information carriers,
but also to support students in planning educational projects, solving problems,
making decisions, and conducting research. There are different types of graphic
organizers. First of all, they are divided into sequential organizers (timeline, block
diagram), graphical comparisons and comparisons (diagrams with logical
connections), hierarchical organizers (pyramid diagrams, tree diagrams, etc.),
conceptual organizers (concept map). That is, the goal set by the teacher is to
visualize all the information received, so that students can analyze it, rely on this
visualization when repeating the material, preparing homework, and so on.
6. Creative use of information. This can be directly related to homework or time-
related classes. This applies to various written and oral tasks. Projects, cases,
essays - this is everything that allows students to personalize information, which,
of course, from the point of view of psychology, allows them to get information
even better. We will also consider various types of work in the CLIL lesson, as
well as some teaching methods that contribute to the effective organization of the
lesson using this technology.

The obvious advantage of the CLIL technique is its variety and flexibility. It
is important to use different methods so that tasks and teamwork are not
distracting.

An overview of individual achievements was made so that the student could
get from their achievements. To support language learning, we recommend that
you familiarize yourself with some of the principles of CLIL.

 Create a safe and comfortable learning environment. Students should have
the feeling that they can use the language without fear of making mistakes. It
is very important to trust and show your students.

 Use of the target language. This requirement is based on the technique of
penetration into the language, where it is undoubtedly justified.

This means that the teacher purposefully monitors and directs the use of language
in the subject lesson. First, the teacher must spend a lot of time explaining and at
the same time make sure that the student understands their explanations [78, 45].
At first, if the knowledge of the target language does not allow the student to
express his thoughts, the student begins to use his native language on his own, but
the systematic use of the target language by the teacher educates the student to
look for opportunities for self-expression in the target language.

Based on the materials obtained from the set of tasks for applying the above-
mentioned CLIL method, an experiment aimed at developing cognitive
competencies of students was conducted within 1-st year students of Kazakh Ablai
Khan University of International Relations and World Languages.

In order to determine the creative abilities of students in English, I
conducted a practical experiment between 1 year students. 31 students took part in

the experimental work. 15 students were in an experimental group, 16 students
belonged to a control group.

Table 4 - The experiment result

№ Education indicator
Control Experim
group ental
group

Number of Average Number of Average
students percentage students percentage

1 Interest in the lesson, 15 82% 16 83%
level of knowledge

2 Level of understanding and 15 81% 16 82%

working with subject terms in 78% 16 81%

English 80% 16 84%
80,25% 82,5%
3 Ability to determine the 15

purpose and essence of the

given task

4 Results 15

Average percentage

At the stage of determining the organization of experimental work, research
work was carried out: tasks using the CLIL method, questionnaires, questions and
answers, debates, observations, presentations, etc.
When testing the system of exercises developed on the basis of the CLIL method
for the formation of cognitive competence of students, the organization of
experimental training was carried out in accordance with the main scientific
principles recommended for modern psychological and pedagogical research:
objectivity, conceptual unity and System-action approach.
The purpose of the practical work is to determine the effectiveness of the method
based on CLIL technology, which contributes to the formation of cognitive
competence of students.
To achieve this goal, you need to solve the following tasks:
- conducting a survey among students in order to assess the quality of integrated
learning at the University;
- analysis of the results of experimental work using a system of exercises based on
the CLIL method for the formation of cognitive competence of students.
In a CLIL lesson, all four language skills should be combined. The skills are seen
in the following way:

 Listening is a normal input activity, vital for language learning
 Reading, using meaningful material, is the major source of input
 Speaking focuses on fluency. Accuracy is seen as subordinate
 Writing is a series of lexical activities through which grammar is recycled.
Procedure of the lesson.
Stage 1 (Introduction)- Students get information by listening to the teacher.
Stage 2 (Checking previous knowledge)- Students read a list of phrases and
fill in the matching words.

Stage 3 (expanding knowledge)- Students get information by listening to
the teacher and looking at the text.

Stage 4 (Practising functional language and checking the knowledge) Students
use their language and special knowledge to find out the right answer for some
questions. They analyse a picture and discuss their opinions.

Stage 5 (Developing reading skills)- Students read text and do a true-false
and a gap exercise. They compare answers with partner.

Stage 6 (Developing cognitive skills (predicting)- Students guess what might
happen when the incidence angle is increased and light encounters the
boundarywith a lower refraction index. Work in pairs.

Stage 7 (Practicing language) - Students look at a list of given objects in the
tableand try to fill them.

Stage 8 Developing cognitive skills (reasoning) - Students choose from a
given list oftechnological applications which of them might use optical fibers
and explain why optical fibers are suitable for that specific purpose. Work in
pairs or groups.

Revising stage - Students are given a multiple choice test and do the following
task.

Final stage is the Feedback

Conclusion
In the context of foreign language training in educational institutions of
higher education, they are manifested, in our opinion, in the form of the main
principle – the creation of comfortable conditions for self-realization, self-
expression and self-development of students. That is why it is important for the
teacher to create a situation in which the student simply could not help learning
himself and would do it with pleasure.
Traditionally, a number of approaches to learning a foreign language are
considered humanistic: Audio-linguistic, Silent approach, Total physical response,
Suggestopedia, Communal language learning, Natural approach, and, of course,
the most popular nowadays, the communicative approach (CLT).
Subject-language integrated learning has a great potential for the
implementation of humanistic ideas, since an important condition for their
implementation is an information-rich environment and the formation of critical
thinking among participants in the educational process.
The reason is that, first; CLIL relies on its four key elements (4C) -
communication, content, cognition, and culture, within the framework of which
develops not only communication skills and knowledge of the subject discipline,
but also forms cognitive skills through the development of subject content in a
foreign language; secondly, it is based on the theory of B. Bloom on the
development of low and high-order thinking skills (LOTs&HOTs), thus creating a
special rich cognitive environment.
Speaking about the distinctive characteristics of the humanistic approach and
the CLIL, you can see how close they are. First, the goals of both approaches are
the personal growth of students. Further, the main way is self-development,
independent "extraction" of knowledge. The nature of the relationship between the
teacher and the student is based on empathy, and control is carried out by self - and
mutual assessment.
Most tasks and activities within the framework of subject-language
integrated learning are based on the principles of cooperation, collaboration,
cooperation, and are also aimed at reducing front-line work and orientation to the
teacher, and vice versa, at increasing the independence of students.
Even homework in the CLIL format cannot be based on traditional
principles, as it must combine both individual and group work, mainly in a foreign
language.
Scientists believe that the whole process of mastering a foreign language
occurs only if students take an active part in the construction of their own
knowledge. On the contrary, the student does not master it if all the training is
based on passive receptive skills, because he does not construct anything himself.
In the process of integration of the subject content and the language, there is just an
active use of the language as a tool for communication and obtaining, constructing
new knowledge, which in turn contributes to the mastery of a foreign language.
The effective learning process here becomes due to the fact that students are trying
to understand the meaning of a text or sound fragment, form a new semantic unit,
getting and at the same time creating a special cognitive educational environment.

The basic pedagogical principles that stimulate the use of this format of
training coincide with the principles of the humanistic approach, since they are
impossible without focusing on the needs of a particular student, the complex
development of his professional and personal characteristics.

Within the framework of humanistic approaches to learning a foreign
language, as well as in CLIL, respect for different types and styles of students were
instilled, inclusion and multiculturalism were practiced.

The use of CLIL technology makes it possible to focus on professionally
oriented topics, which increases the motivation and interest of students. They
realize that a foreign language is a means for obtaining new information and allows
them to get acquainted with the experience of foreign specialists in the original,
which can be really used in future professional activities.

Working on various topics, students master the subject terminology and the
necessary language constructs. Thus, the classes are immersed in the natural
professional language environment.

In conclusion, we can say that subject-language integrated learning (CLIL)
is a relatively new teaching method, which can be considered as a unique way of
teaching students specialized subjects through a foreign language (teaching content
through foreign language), as well as teaching a foreign language through the
subject itself (teaching foreign language through content). This technique is of
great interest to teachers of foreign languages, as well as a number of teachers who
speak a foreign language and teach their specialized subject at the university. Thus,
combining the two directions, subject teachers are able to teach not only their core
subject in a foreign language, but also to use important language teaching tools: to
teach grammar, vocabulary, etc., including elements of the communicative
methodology of teaching a foreign language in their lesson. This helps to simplify
and modernize the curriculum at the university.