FOREIGN LANGUAGE TRAINING OF EASTERN EUROPEAN HUMANITARIAN COLLEGES STUDENTS USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHOD

The article is devoted to the study of peculiarities using method content andlanguage integrated learning (CLIL) in process foreign language training humanitarian collegesstudents several Eastern European countries (Poland, Czech Republic, Slovakia). Based on theanalysis scientific and methodological literature, authors found out that during last decade theCLIL has been rapidly spreading educational space three main forms: so called«hard», «soft» «partial immersion». In Europe, «hard» form CLIL mostwidespread, because, according educators, it better able implement idea integrating learningin a certain discipline language. At same time, practical teachers are aware only abalanced combination non-philological can give best educationaleffect. pedagogical practice, often used by special (non-philological)disciplines who possess high level training. However, latter subconsciouslypursue one goal - language, evaluating overall success students mostly from theperspective Therefore, more logical train subject teacher whowill have competence field than philologist whohas additional specializations. as today, contrast most EUcountries, there not many accredited programs colleges Europe arefully focused teachers. Humanitarian offer select courses, which elective ones. Although practicing prospective (who interested developing theirprofessional competences CLIL) access courses offered national international postgraduate education institutions, but this clearly enough. Thus, come theconclusion strategy adequate systematic does yet cleardefinition studied Slovakia).Under such conditions, recommend starting with an assessment existing competencies andclarifying needs work method. This canbe based requirements described Recommendations Commission thetraining specialists, Table Competencies teachers, reflections teachersthemselves, feedback students, institutions administrations, other parties.