Analysis of Teaching Physics Through Interim Language as Preconditions for Humanitarian Training of Science Teachers for Differentiated Approach in CLIL

The paper studies the humanitarian component of CLIL (Content and Language Integrated Learning) science training teachers by reviewing theoretical researches practical approaches presented in scientific reports analyzing results an experiment conducted with international first-year students Volgograd State Medical University (VolgSMU) when studying physics English as interim language. research design involves seeking components teachers’ preparedness VolgSMU physics. Main findings include determination description significant heterogeneities among related to their preliminary subject language components. can be applied for (1) conducting educational process a non-native application differentiated approach relying on integrated linguistic methodical techniques, (2) education example teaching English.