Learning to work in Contexts of Formal Language Socialization: International Experiences and Challenges

Authors: Victoria Kytina; Nurhayati, M. Nur (University of Kuala Lumpur, Malaysia)
Speakers: Victoria Kytina 
Strand: Anthropological Linguistics
Session Type: General Session


The aim of the article is to describe international experience of teacher’s development to teach general subjects in a foreign language with the use of Content and Language Integrated Learning methodology (CLIL), to characterize the basic principles of CLIL and to justify the expediency of its use in teaching; to describe the educational trajectories used in the education system of the countries using CLIL approach, to analyze existing problems and to formulate methodological recommendations.


– a systematic approach to the formation of ideas about the phenomenon of CLIL

– theoretical analysis of scientific literature and electronic educational resources on the theory and practice of teaching with the use of CLIL

– analysis of legislative documents regulating educational activities in the countries that have introduced the CLIL pedagogical technology into their educational process

– comparison and analysis to identify common and specific characteristics of the CLIL, based on the practical experience of different countries

– statistical analysis to clarify the main organizational aspects in working with the CLIL

– modeling in designing methodological recommendations for complex introduction of CLIL technology in the educational process.


Nowadays it is important to create conditions and resources for teachers’ self-study and professional communication, creating access to educational resources to obtain the necessary information and exchange experience.

An analysis of the international experience of training teachers demonstrates that the effective implementation was carried out in those countries where this initiative was supported at the legislative level. The authors emphasize the special importance of comprehensive training, including thorough theoretical, methodological and practical professional training.


The innovation of CLIL methodology implies a revision of existing pedagogical approaches in education, therefore, in the process of training the teaching staff, it is necessary to create a favorable microclimate within the team. An instructor who trains teachers should take on the role of an organizer of collective work, be their consultant and partner.

Keywords: CLIL, teacher training, higher education, teacher development, self-education, foreign language learning, second language aquisition