Tambov University Review Series Humanities · 2018 · 44 citations · 0 references
Interdisciplinary links being in line with the current Federal State Standard 3+ are the basis of integrative processes in the system of higher education. One of the forms of interdisciplinary links actualization is the methodology of Content and Language Integrated Learning which has made its way into higher education sphere in the recent years. The research aims at defining the role of Content and Language Integrated Learning in higher education, taking into account its essentially interdisciplinary nature. We consider the middle position of Content and Language Integrated Learning in teaching foreign languages on the imaginary scale between English for Specific Purposes and English as Medium of Instruction. The analysis of Content and Language Integrated Learning practices in use and problems relating to Content and Language Integrated Learning localization in foreign universities showed that the key factor of successful Content and Language Integrated Learning implementation is cooperation between language instructors and special discipline lecturers. Then the paper claims that Content and Language Integrated Learning methodology can be adopted in Russian technical universities in two main models. The first model draws on bilingual teaching of general scientific (e. g., mathematics) or engineering disciplines, the second one is based on the discipline “Professionally-oriented Foreign Language” which can be taught in the forms of “Introduction to a Specialty” or “Introduction to a Discipline” . At the same time the authors conclude that there is no universal model of Content and Language Integrated Learning implementation in modern university, with its localization depending on the potential of a particular higher education institution. It is also noted that the establishment of interdepartmental cooperation required for Content and Language Integrated Learning practice is a difficult organizational task.