Сравнение моделей интеграции CLIL в академической среде в России и за рубежом: проблематика и перспективы исследования
Content and Language Integrated Learning (CLIL) can possibly be considered as one of the most pertinent approaches of providing global education with global outcome: multilingual students who are culturally aware of cultural and linguistic differences are more successful communication-wise in intercultural environment. The article under consideration examines a range of content and language integrated learning models widespread in the Western world as well as in the Russian academic environment. A substantial analysis of the existing differences between the two paradigms is provided via a thorough comparison of the Russian and Western models. A certain contradiction between the above-mentioned paradigms is highlighted as well. It is outlined in the article that content and language integrated learning requires specialists to look beyond foreign language teaching methodology to encompass other aspects related to teaching in foreign languages - the language variation and change ( the English language is considered as an example in the article, its new modern way of functioning in the society, i.e. varieties of English within the framework of the World Englishes Paradigm), a new viewpoint on developing bi- or multilingualism and lingua-cultural awareness of those learning etc. Consequently, new anticipated perspectives on professional language education in general are designated within a larger framework of research.