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DOI: https://doi.org/10.34069/AI/2023.65.05.28
How to Cite:
Myronenko, T., Dobrovolska, L., Shevchenko, I., & Kordyuk, O. (2023). Theoretical and methodological principles of integrating
CLIL and ESP in educational establishments in Ukraine. Amazonia Investiga, 12(65), 296-306.
https://doi.org/10.34069/AI/2023.65.05.28
Theoretical and methodological principles of integrating CLIL and
ESP in educational establishments in Ukraine
Теоретичні та методологічні засади інтеграції предметно-мовного інтегрованого
навчання та англійської мови для спеціальних цілей у навчальних закладах
України
Received: April 23, 2023 Accepted: June 2, 2023
Written by:
Tetyana Myronenko1
https://orcid.org/0000-0002-0965-0232
Lesia Dobrovolska2
https://orcid.org/0000-0002-5304-4133
Iryna Shevchenko3
https://orcid.org/0000-0001-6551-9266
Olena Kordyuk4
https://orcid.org/0000-0003-2362-8557
Abstract
The article issues the questions of effective
teaching both content and second language by
integrating CLIL and ESP within the process of
professional competence formation at Ukrainian
universities – the challenges, prerequisites and
perspectives of teaching content and
professionally oriented skills through the English
language. The authors provide a comparative
analysis of the definitions and characteristics of
content and language integrated learning (CLIL)
and English for specific purposes (ESP) at the
present stage of linguodidactics. The
investigation is theoretically granted and issues
the question of CLIL and ESP integrated
principles application, and reflects the main
scientific ideas and stages of implementation,
the application of which makes it possible to
modernize the system of professional training
according to European standards. Regarding the
integration of the CLIL and ESP approaches in
the process of professional training at non-
language specialties, the authors state that
process of immersion into professional oriented
environment facilitates the increase of learning
outcome standards.
1
PhD in Pedagogy, Professor, Head of the Germanic Philology Department, Mykolaiv V.O.Sukhomlynskyi National University,
Ukraine.
2
PhD in Pedagogy, Assistant Professor, Assistant Professor at the Germanic Philology Department, Mykolaiv V.O.Sukhomlynskyi
National University, Ukraine.
3
PhD in Pedagogy, Senior Lecturer at the Germanic Philology Department, Mykolaiv V.O.Sukhomlynskyi National University,
Ukraine.
4
Lecturer at the Germanic Philology Department, Mykolaiv V.O.Sukhomlynskyi National University, Ukraine.
Myronenko, T., Dobrovolska, L., Shevchenko, I., Kordyuk, O. / Volume 12 - Issue 65: 296-306 / May, 2023
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Theoretical and methodological review of
contemporary teaching approaches, its
principles, advantages, challenges and effective
ways of CLIL and ESP in Europe and Ukraine
are analyzed. The usage of the methods of CLIL
and ESP approaches are rational at different
stages of professional education.
Keywords: language integrated learning, CLIL
approach, ESP approach, language as a learning
tool, professional education.
Introduction
The goal of educational modernization in
Ukraine is essential and judicious component of
effective integration into European and world
educational community. At the present
investigation we analyze different approaches
and methodologies to make the process of
teaching more productive and consider the
effectiveness of CLIL (content and language and
integrated learning) and ESP (English for
specific purposes) integration as the most
effective methods to create prerequisites teaching
professionally oriented courses declared in the
curriculum using second language, in our case
English. According to the data of the Ministry of
Education of Ukraine the English language is a
predominant language for taking External
independent evaluation, 96,6% among school
leavers choose English. Nowadays the Law
“Functioning of English as a Language for
International Communication” has been
developing. A sufficient role in this procedure is
aimed at recognition of Ukrainian qualified
specialists with command of English to integrate
into European educational community with
further establishing close contacts with educators
and scientists in Europe. Thus, this process
requires a significant increase of the level of
specialists’ training with the profound
knowledge of their future profession, creative
thinking and openness to absorb and implement
new ideas and methods that will contribute to
their future professional work.
To achieve the abovementioned goals, the
education is to accomplish learning a foreign
language on the one hand as an academic
discipline and on the other hand as a means of
professional training to share their achievements
with European colleagues. Tertiary education in
Ukraine is accomplished according to the
requirements of the Bologna Declaration and the
language-didactic policy defined by the
Recommendation of the Committee of
Ministers to member States
on ensuring quality education (Council of
Europe, 2012).
Improving the quality of training that is
curriculum modernization which is aimed at
acquiring professional competencies using
contemporary approaches (Andryuschenko et al.,
2009). These technologies and methods cannot
ensure a high level of learners’ professional
competence formation of any foreign language
applying traditional teaching methods. It is
necessary to completely reorganize the ways of
professional training where considerable
attention is paid to obtaining professional
knowledge while mastering a foreign language
and methodology of teaching it. One of the best
ways is the introduction of integrated learning
into tertiary education, namely content language
integrated learning (CLIL) that is based on the
principles of language immersion approach,
where a foreign language or a second language as
an instructional material - tools in learning any
subject in a particular curriculum that
presupposes using media, terminology to
develop professional skills using both native and
foreign languages. The Ministry of Education
and Science of Ukraine work closely with Goethe
Institute in order to apply CLIL methodology in
the educational process that enables teachers to
integrate the study of a foreign language with
another educational subject (The Ministry of
Education and science of Ukraine, (n/d)).
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The research questions highlight the following
issues: methodological and theoretical concepts
of CLIL and ESP application at different levels
of higher education, the prerequisites, challenges
and conditions for productive integration of
CLIL and ESP, the results of CLIL and ESP
synergy to achieve a sufficient level of mastery
of a foreign language for professional
communication at Mykolaiv V.O.
Sukhomlynskyi National University (MNU).
Literature Review
In national as well as foreign pedagogy there are
a lot of scientific works on the problems of
integration in education devoted to remove
language barrier and the barrier of the studied
subject by incorporating a learner in a two-fold
study (content and language). Pedagogical
integration was considered at three levels of
functioning: methodological, theoretical and
practical. Thus, V.Zagvyazinskyi (2004),
E.Medvedok (2004), O. Voznyuk (2013)
consider integration in pedagogy as a process and
result of inextricably linked, unified and whole.
In teaching, it is carried out by merging in one
synthesized course elements of different
subjects, merging scientific concepts and
methods of different disciplines into general
scientific concepts and methods of cognition,
compiling the foundations of science in the
disclosure of interdisciplinary educational
problems.
Consequently, it is necessary to teach learners to
apply previously learned information in the
process of study of other subjects, which is
achieved through their didactic integration to
systematize the acquired knowledge (Lesca,
2012).
Integration as a linguodidactic process
Currently, didactics considers three levels of
integration in Ukraine that has its own logical
structure, consisting of a basis (unifying
discipline), tasks (problems of basic discipline),
tools (theoretical and technical tools of basic and
related disciplines) (Yavoruk, 2002).
For the time being the pursuit for methodological
bases for the knowledge integration has
intensified and it is reflected in various works:
humanistic and phenomenological, Zyazyun
(2004), L. Ilyenko (1988); ecological (Il’chenko
& Guz (2019); cultural (Yavoruk, 2002);
economic (Tarnopolsky, 2012); humanitarian
(Adams et al., 2017).
Integration as a means of learning contributes to
the acquisition of new knowledge, understanding
basis of the subject knowledge and is the highest
form of embodiment of interdisciplinary links at
a qualitatively new level (Il’chenko & Guz,
2019).
By “pedagogical integration” we understand a
complex structural process that requires certain
conditions, namely:
• consider any phenomenon from different
points of view;
• apply knowledge from different fields in
solving specific problems;
• develop creative thinking for conducting
independent research within the studied
material;
• motivate learners for self-improvement at
any type and stage of educational activity.
Thus, A. Boyko (1996) reveals new modern
technologies of higher education in the integrated
course “Theory and History of Pedagogy”. The
researcher emphasizes that the advantage of an
integrated course over a traditional one is its
fundamentality. Fundamental knowledge
provides the highest level of historical and
theoretical generalizations and their wide transfer
to the study of methods and disciplines in the
specialty, which increases the prestige of
pedagogical sciences in higher education, and
helps to implement general professional and
cultural functions.
However, there are some courses compiled
taking into account the use of the L1 (a native
language) and L2 simultaneously. Meanwhile,
the integrated courses in English have been
developed - integrated lessons in English and
geography (L. Lukyashenko, O. Miroshnyk
(Non-standard English lessons, 2005)), English
language and mathematics (I. Moiseeva
(Non-standard English lessons, 2005)) and
others.
The understanding of a “foreign language” as a
discipline is reflected at schools with extensive
learning of L2 that is the curriculum presupposes
that some disciplines had been taught by using
CLIL approach long before the term was clarified
and introduced. The other types of school didn’t
have and still do not have the opportunity to teach
content through L2. But, unfortunately, the
attempt to create a field of broad foreign
language speech activities for learners during
lessons of geography, history and literature did
not fully meet the objectives:
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• the level of language training of most
learners did not correspond to the language
material of these courses;
• unfamiliar language material was
insufficiently activated in learners' speech,
and therefore was perceived and assimilated
only at the receptive level, which did not
allow its further use in communication;
• if the above disciplines were taught by
subject teachers, they were, in most cases,
not experts in the field of language teaching;
if they were taught by foreign language
teachers, they were, for the most part,
insufficiently competent in the content of the
disciplines.
In general, these shortcomings have led to
unsatisfactory results both in the process of
improving foreign language skills and in gaining
knowledge from the material of the particular
course. It should be noted that the situation with
teaching content through L2 has changed for the
better recently at Ukrainian schools and
universities.
Due to the above stated, foreign and national
methodologists started to develop educational
courses (D. Marsh, P. Mehisto, K. Clark,
R.Yu. Martynova, O. Tarnopolsky) which are
characterized by theoretical content, relevant and
useful for expanding world view, linguistic and
language material relevant to the student’s
knowledge.
Learning a foreign language for specific
purposes on the basis of the content integration
differs in the degree of concentration on language
phenomena (Martynova, 2002).
Though, in professionally directed learning, the
attention of a teacher or a student is focused on
the language, more precisely, on the subtext of a
particular profession. The subject content of a
certain specialty (profession) is used as a basis
for learning.
We analysed CLIL as an approach at educational
institutions of different levels (primary,
secondary, high and higher) though speaking
about higher educational institutions it would be
more reasonable to implement ESP in various
courses that presupposes introducing to learners
professionally oriented terms and terminology at
an advanced level of L2. According to
Martín del Pozo, “ESP covers both English for
Academic Purposes (EAP) and English for
Occupational Purposes (EOP), depending on the
degree of specificity of students’ needs and
purpose”. The scientist suggests that potential
synergies between CLIL and ESP should be
achieved with the attention to successful ESP
traditions such as needs analysis and genre
analysis (Martín del Pozo, 2017).
We share the ideas of E. Arno and G. Mancho
(2015) that collaboration of CLIL and ESP “can
take place both through the integration of
language and through the integration of content
in ESP courses to make them more relevant to
disciplines communicative needs”.
Linguistic, sociocultural, pragmatic, discursive
and strategic aspects, namely the knowledge of
language rules and the ability to use them
adequately in accordance with sociocultural
norms of communicative behavior and the ability
to coherently, logically and functionally express
opinions, as well as the desire to constantly
compensate for gaps in knowledge, are the most
important aspects of readiness for foreign
language communication in a professional
environment.
Contemporary Approaches in Professional
Training
Foreign Language Immersion
Another way that is not so widely used at
educational institutions in Ukraine but requires
its gradual implementation that is widely used in
Europe and Great Britain and increase the level
of L2 and professionally oriented subjects as
well. Some of the aspects of this approach were
studied by Ukrainian scientists R. Martynova,
O. Tarnopolsky and others that theoretically
granted their implementation but were not widely
spread.
In foreign methodology, the issue of foreign
language immersion based on the use of content
and language integrated learning methodology
has been widely studied in the works of such
scientists as J. Cummins (2000), K. Clark,
P. Mehisto, D. Marsh. The scientists have made
a significant contribution to the development of
this method of teaching foreign languages, but
they have not taken into account the specifics of
professional training of graduates on the basis of
professionally oriented texts.
There are two definitions of the term
“immersion” of vocational training given by
European methodologists. They are:
1) according to K. Clark (2000) “immersion” is a
method of teaching a foreign language by
teaching one or more disciplines in this language;
2) other scholars believe that immersion is a
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specific type of integrated foreign language
learning, the purpose of which is to master the
language for a special purpose, namely for
professional development.
Foreign language immersion in the process of
foreign language learning for professional
purposes allows to select a list of three basic
characteristics of any immersion programme:
• immersion can be introduced when the level
of learners' knowledge of a foreign language
is no longer below average and closer to the
advanced. In this case, learners will be able
to improve their level of language
proficiency during the course, without
focusing on language phenomena;
• implementation of immersion programmes
becomes more effective when learners have
already studied a professionally oriented
language course, developed on learning
through the content;
• immersion programmes can be implemented
both at language specialties and while
studying disciplines of the professional
cycle of non-language specialties.
Based on the model of immersion technology
proposed by D. Marsh (2009) and P. Mehisto et
al., (2008) and Z. Korneva (2006) it is possible to
distinguish the following goals of integrated
learning methodology:
1) language goals, which are related to the
study of the discipline, which include skills
and abilities necessary for understanding
and mastering the studied subject (content-
obligatory language objectives);
2) supplementary language objectives
(content-compatible language objectives)
which include other skills and abilities
related to the language that do not affect the
level of mastery of a professionally oriented
discipline.
Based on the research of Z. Korneva (2006), we
believe that integrated learning is the basis for
enhancing foreign language acquisition. Modern
and engaging material content contributes to
active perception and mastery of language
phenomena. Communication in a foreign
language provides purposeful and meaningful
mastery of the communicative functions of a
foreign language and promotes the development
of learners’ integrated skills.
Thus, the study of the discipline according to the
CLIL methodology not only teaches a foreign
language, but also transforms the culture of
learners, allowing them to understand and
appreciate the achievements of another nation;
provides learners’ continuous language
development at all levels of the educational
process of professional training, promotes the
contextualization of teaching and learning
processes and general receptive and productive
activities of teachers and learners in terms of
their experience and skills.
Content and Language Integrated Learning
The term CLIL (content and language integrated
learning) was formulated by D. Marsh (2009),
who defined it as an approach to the educational
process based on the links between the L1 (native
language) and L2 (the studied language). In his
work, the scientist suggests "using the language
to learn, and learning to use the language." The
scientist also notes that CLIL involves the study
of the language, but at the background level,
because CLIL is the study of the language
without its separate teaching.
D. Marsh emphasizes that in educational
situations in which subjects or part of subjects are
studied in a foreign language, the subject itself is
studied by means of a foreign language.
It should be noted that teaching foreign
languages for professional purposes by learning
through content and immersion differs in the
degree of concentration on the language
phenomena. All forms of education, are used by
learners to master a foreign language for
professional communication or professional
purposes. Thus, in professionally oriented
education, all the attention of both teachers and
learners is focused on the language that is
inherent in a particular specialty. Learners'
attention is focused on the subject content of a
particular specialty.
The experience of foreign methodologists is
based on the developing of special courses -
English for Specific Purposes (Hutchinson &
Waters, 1987), which provides language training
for special purposes.
The problem of CLIL introduction in the process
of professional training on the basis of
professionally oriented texts is not studied
sufficiently in the works of modern
methodologists. That is why at the level of
immersion, which will take place in foreign
language classes for professional purposes,
special language support will be purely implicit
(especially if classes in a foreign language
discipline (immersion) are conducted by a native
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speaker who does not speak learnefrs’ native
language). Curricula and educational
programmes according to the above method are
built around a close intertwining of different
disciplines, which is the main trend in the
construction of curriculums and programmes in
Western Europe.
Among modern researchers of integrated
learning approach, we single out P. Mehisto et
al., (2008), who is one of the founders of the
integrated learning doctrine, namely the
interaction of the native language with foreign
ones. His work defines a special dual basis of
content and language integrated learning, as
CLIL provides for the simultaneous
improvement of professional skills in parallel
with the communicative skills of the studied
language. CLIL is defined as a transformational
method of modern pedagogy, as the method itself
requires comprehensive changes within the
educational process from school schedule to
training professionals capable to implement this
method.
The definition of CLIL as a modern technique is
relatively young, so it can be misinterpreted in
parallel with the following definitions (Ball,
Kelly & Clegg, 2015):
• learning a language as an additional subject
(CLIL does not provide the separate study of
language as a subject, first of all, language is
a tool, and communication skills are
developed against the background of the
main content);
• it is a form of education only for learners
who have a high level of knowledge of the
main subject and a foreign language,
respectively (CLIL is used to improve the
level of learners’ knowledge, to increase
motivation and self-awareness in the
learning process, which means that CLIL
has no division by levels of knowledge, in
addition, P. Mehisto (2012) notes that
integrated learning allows you to control the
load placed on the student, determining the
intensity of foreign language use);
• teaching the discipline by a native speaker of
a foreign language (CLIL guarantees
professional training, knowledge of a clearly
defined discipline, and the question of who
teaches - a native speaker of a foreign
language or native language is not
fundamental);studying material which has
already been mastered by learners (CLIL is
a new content learning).
In connection with the above mentioned,
S. Giorgio identifies the key characteristics of
CLIL methodology:
• subject knowledge;
• balance of language and introduced
knowledge.
It should be noted that this “two-vector” nature
of CLIL provides a third, especially important,
characteristic of integrated learning it is the
development of self-learning and self-analysis
skills (Montalto et al., 2015).
The purpose of the article: to improve students’
English language skills at different levels of
higher education by integrating CLIL and ESP
methodologies.
Methodology
The investigation is theoretically granted and
issues the question of CLIL and ESP integrated
principles application within the educational
process and, thus, reflects the main scientific
ideas and implementation, the improvement of
which makes it possible to modernize the system
of professional training according to European
standards.
The research ideas reveal that the current
situation in Ukrainian education, granted by the
Law of Ukraine on Higher Education (The Law
of Ukraine No. 37-38, 2014), presupposes
introduction of CLIL and ESP approaches more
widely in Ukrainian educational institutions. The
governmental policy is open to the
modernization and enhancing the level of the
English level proficiency. Integrated lessons
focusing on this purpose and thus increase
learners’ motivation and L2 learning process
becomes more conscious. These approaches are
oriented toward the personality of a learner, who
is capable of applying critical thinking in the
process of self-study. The process of studying
the content without constant correction of L2
helps learners to overcome a language barrier. At
the end of the lesson common language mistakes
could be analysed and explained.
The theoretical concepts presuppose that
integrated approaches in education have begun to
play a dominant role. New academic courses and
subjects have been implemented, some of them
are underway to modernize curricula – that is an
urgent matter for primary, secondary, high and
higher educational institutions. They mostly use
four main approaches: 1) combining the content
of an academic discipline into integrated courses
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(Countrystudy); 2) studying all disciplines only
in the creative development paradigm
(integration by the method); 3) transferring the
educational process on a computer basis
(integration by technology); 4) selecting
common for teachers ways of communication
with learners in the classroom (hermeneutics).
So, the desire to incorporate the English language
into educational professionally oriented material
is a natural and leading trend in the educational
process in Ukraine that leads to the
modernization of the system of education.
Modernization of education involves updating its
constituents, depending on the needs of the
educational space and the aspirations of
participants in the educational process
(Stepanenko et al., 2022).
The scholars have come to believe that one of the
most important conditions for raising the
scientific level of studying the basics of science
and the effectiveness of the entire educational
process is the didactic integration of knowledge -
content and a L2 (a foreign language) (Coyle,
2007).
The above stated reasons form the basis for the
development of integrated courses, including
elements of Country Study, Physics, Geography,
Astronomy, Chemistry, Biology, Valeology,
Ecology and Anthropology at Ukrainian
universities. Such courses “Anthropology”, “Me
and Ukraine” are proposed to be studied at
primary school as integrated courses (Yavoruk,
2002) and some courses are in the process in
gradual implementation.
Analysing methodological concepts of CLIL and
ESP introduction we come to the conclusion that
a foreign language needs to be mastered through
communication, restructuring content and related
cognitive processes. This language must be
understandable that involves interaction in the
educational context by means of immersion in
the language environment.
Multilingual education has initiated
reconsidering of communicative teaching
methods and changed the proportion between
native and foreign languages in the educational
process. Learners should pay attention not only
to professional skills, but also to knowledge of
foreign languages. That is why CLIL approach
based on the principles of immersion is an
important tool for professional competence
formation.
In spite of positive feedback and the results of
successful global implementation of content and
language integrated learning, there are some
challenges that should be mentioned:
• CLIL class schedule should consist of three
important stages at once: the content of the
discipline, the foreign language and its use
in educational situations;
• definition of a foreign language at the same
time as a means and purpose of learning;
• insufficient number of "subject specialists"
capable to conduct full-fledged integrated
lessons in a foreign language;
• adaptation and creation of educational
material that would meet the needs of
integrated learning (Fortanet-Gomez, 2013).
That is why P. Mehisto defines the main criteria
for the selection of educational material within
CLIL methodology:
1) age compliance;
2) compliance with the level of knowledge
(professional and language);
3) level of cultural competence;
4) cognitive and social skills (Mehisto, 2012).
The mentioned criteria are specific in their
nature, and a teacher must consider all the above
components to create integrated courses.
According to the research results in
linguodidactics, the features of CLIL
implementation in different countries are
different depending on the chosen model of its
implementation. Thus, there are three main
models of CLIL:
• soft (language-led) - considers the linguistic
features of the special context, namely the
use of separate elements of the immersion
technique;
• hard (subject-led) - provides the study of
half of the subjects in the curriculum in a
foreign language;
• partial immersion - occupies an intermediate
position and is used when some modules or
subjects are studied in a foreign language in
the process of professional training (Mehisto
et al., 2008).
Regarding the application of the set concepts, the
integration of the CLIL and ESP approaches in
the process of professional training of non-
language specialties, we should note that
working with professionally oriented texts,
immersion technology facilitates the disclosure
of its content and meaning. Before reading a text,
learners make assumptions and put forward
certain hypotheses comparing it with the known
data. Working with professionally oriented texts,
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learners already have a significant amount of
information on their specialization and can make
assumptions about the content of the text, based
on the knowledge background. In this case,
subject knowledge is primary, because learners
often do not have enough vocabulary knowledge
to understand the foreign language text on
professional topics. However, they can guess the
meaning of separate words, phrases and
sentences based on the context.
When learners study texts in a foreign language
that correspond in content to their professional
field of study, they do not need to possess a large
amount of vocabulary as reading texts from
periodicals. This is due to the fact that the use of
CLIL facilitates comprehension of the text,
learners increase their self-confidence and self-
assessments.
J.M. González Ardeo proves that CLIL is not
enough without some kind of EFL support. The
researcher points out that “EFL instruction must
therefore supplement and enhance language
input from CLIL instruction to develop language
proficiency by getting the students to use the
language for increasingly demanding tasks while
providing them with feedback and support”
(González Ardeo, J.M. (2013).
Considering theoretical, methodological and
practical concepts of our research for successful
achievement of the English and content level
proficiency using the synergy of CLIL and ESP
in the process of professional training, we
consider it is necessary to comply with the
following conditions:
• concerning the content (professional
knowledge): a) readiness for course material
perception, erudition and knowledge in the
field of professional discipline; b) readiness
for analysis, synthesis, induction, deduction
and reasoning;
• concerning the English language: a)
readiness to perceive new information
containing professional terminology
(receptive skills); b) readiness to
communicate on professional topics
(productive skills).
Results and discussion
The explicit theoretical and practical background
(P. Mehisto, D. Marsh, R. Martynova, E. Arno
and G. Mancho) defined and justified the purpose
of the research, challenges and ways to
implement the integration of CLIL and ESP in
professional training.
CLIL and ESP approaches are based on the fact
that a foreign language as a subject of study is
used as a means of cognition and communication
and discover the opportunities for their
integration and application.
The integration of CLIL and ESP, taking into
account the studied theoretical and
methodological concepts, is used to enhance a
foreign language proficiency for professional
purposes.
The challenges that still exist are the level of
English of the university staff to use during their
classes to teach professionally oriented subjects
using it that requires urgent attention to update
and reform the curriculum and teaching methods,
introducing CLIL and ESP at universities.
The research proves that the methodical
organization of CLIL and ESP lessons
integration can be developed in different ways
depending on the content of training:
• choose a topic of interest for language
specialties, for other subjects it will be
determined by the programme;
• choose the vocabulary that teachers would
like to draw learners' attention to.
Approximately 6 to 10 words at the initial
stage, then you can increase to 20 depending
on the learners’ level;
• choose certain grammatical structures;
• prepare information in the form of an
educational text. In general, any CLIL lesson
involves all aspects of language learning, but
special attention is paid to reading and
listening, as they involve the use of existing
texts on a particular topic (magazine articles,
articles from the Internet, etc.), which
present all the information;
• use a graphic organizer. Graphic organizers
are a written communication tool that uses
graphic notation to represent knowledge,
concepts, ideas, and relationships between
them. As a didactic tool that performs
illustrative, communicative and cognitive
functions, graphic organizers are used not
only as media, but also to support learners in
planning educational projects, problem
solving, decision making, and research;
• introduce the information in a creative way.
This can be tasks for individual or group
work that will allow learners to personalize
information and comprehend the
information better. These types of work can
be done in class or independently depending
on the academic time.
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The academic staff of the Germanic Philology
Department of MNU introduces CLIL and ESP
approaches in the process of learners’
professionally oriented training, that is
innovative teaching curricula disciplines in
English which provide improvement of
communicative skills, mastering professional
skills and competencies, and formation of
intercultural awareness. In consequence, the
professionally oriented courses of the curricula
were analysed and adopted in compliance with
CLIL and ESP integration.
A CLIL and ESP lesson is similar to an English
language integrated skills lesson, except that it
includes obtaining professionally oriented
language material. As a result, the lessons are
developed and delivered by one or two teachers
(a language and a content teacher) and are based
on the material directly related to a content-based
subject. The integration of CLIL and ESP
follows the structure we under the guidance of
Aston University, the UK.
The data obtained by analyzing the survey for
university learners at MNU show that CLIL and
ESP integration enhance learners’ knowledge of
their professionally oriented courses as well as
L2, and boost motivation to study.
With this reason to implement the innovative
approach for professional training, two models
(Figure 1 and Figure 2) were developed and used
to enhance L2 proficiency and form professional
competences. The models were compiled on the
basis of theoretical material, participation in
Erasmus Programme grants and our professional
experience and applied for BA, MA at MNU.
The figure illustrates the principles of CLIL
approach implementation and its components
interdependence at MNU.
Figure1. The Integration of CLIL Components into Professional Training.
The figure illustrates the feasibility of integration
both CLIL and ESP inherent to different professions during training future specialists at
higher educational establishments.
Figure 2. The Integration of CLIL and ESP into Professional Training
Volume 12 - Issue 65
/ May 2023
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In spite of positive feedback and the results of the
successful global implementation of CLIL and
ESP approaches, we can observe certain
challenges. Several components can be attributed
to the following:
• compiling and designing the curriculum
should conclude three important stages: the
content of the subject, L2 in which the
subject is taught and its use in educational
situations;
• identifying the role of L2 both as a means
and a goal of learning;
• insufficient number of subject teachers with
good knowledge of L2;
• adaptation and creation of educational
material that would meet the needs of
integrated education;
• classroom management considering the
synergy of CLIL and ESP methodology.
Nevertheless, the advantage of CLIL and ESP
implementation in learners’ professional training
is the use of L2 in a particular context to solve
real professional needs in communication. L2
acts as an effective way to establish
interdisciplinary links in the curriculum, as well
as a language of intercultural communication
because learning a foreign language in a foreign
professional context presupposes learning
content, communication, cognition and culture.
In future we plan to analyse the peculiarities and
advantages of using both CLIL and ESP for
training future specialists for different spheres
and environments.
Conclusion
The studied theoretical material was used as a
prerequisite for the reason to investigate CLIL
and ESP integration in tertiary education.
The research found and revealed CLIL and ESP
methodology focuses on the personality of a
learner, who is able to independently form his
own needs and interests in the process of study
obtaining skills of professional communication.
It is considered that contemporary teacher should
posses professional knowledge as well as
language proficiency.
It is proved that CLIL and ESP approach is
becoming innovative in the process of teaching
professional communication in English because
it incorporates the objectives of professional
training. Integration of CLIL and ESP promotes
the formation of learners' relevant interpersonal
skills, cultural awareness and enhancement of
language and communication skills that are
urgent nowadays in Ukraine.
It is stated that a CLIL and ESP lesson is similar
to an English language integrated skills lesson,
except that it includes obtaining professionally
oriented language material.
Theoretical and practical concepts of integrating
CLIL and ESP were analysed which allowed to
develop two models to enhance learners’ English
proficiency and form professional competences.
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