Content and language integrated learning (CLIL) as a condition of foreign language competence development among secondary school learners

Statement of the problem. The article deals with the problem of developing foreign language communicative competence among high school students in a foreign language lesson in the context of a content and language integrated learning (CLIL). The authors of the article give recommendations for the development and practical testing of an integrative course, including elements of the CLIL methodology. As an example, the course on the development of foreign language communicative competence among the 10-11 th grade students implemented in the Krasnoyarsk Secondary School № 6 is taken. The purpose of the articleis to present the authors' recommendations on the introduction of CLIL elements in the program of foreign language education in high school in the context of introduction of new Federal State Educational Standards that involve the formation of interdisciplinary connections. The methodology consists in studying the results of interdisciplinary studies of Russian and foreign scientists devoted to the use of CLIL; analysis and generalization of the authors' experience in the process of forming interdisciplinary connections for the development of foreign language communicative competence among high school students in a foreign language lesson. Results. Authors' recommendations on the introduction of CLIL elements in the foreign language education program of high school approved in practice are developed. Conclusion. Analyzing the results of approved recommendations, the authors come to the conclusion that use of the CLIL elements in foreign language classes in high school leads not only to reinforcement of interdisciplinary connections, but also to horizon' s expanding and development of students' foreign language communicative competence.