THE CLIL APPROACH TO TEACHING A FOREIGN LANGUAGE FOR STUDENTS IN ECONOMICS SPECIALISATIONS AT HIGHER EDUCATION INSTITUTIONS

Abstract

The article examines the specific features of applying the CLIL approach (Content and Language Integrated Learning) in teaching a foreign language to students majoring in economics at higher education institutions. It revealsthe essence of integrated content and language learning, its key principles, advantages, and implementation challenges. Special emphasis is placed on the interdisciplinary nature of CLIL, which enables students to simultaneously acquire subject-specific knowledge and develop foreign language proficiency in a meaningful context. The study analyses the impact of CLIL on the development of both professional and foreign language communicative competence of future economists, highlighting improvements in critical thinking, problem-solving, and academic communication skills. Particular attention is paid to methodological aspects of CLIL implementation in the educational process, including the use of interactive technologies, project-based learning, case studies, and authentic materials relevant to the field of economics. The paper substantiates the relevance and effectiveness of CLIL in the context of modern higher education and ongoing globalization processes. It also outlines prospects for further research, particularly in evaluating long-term learning outcomes and refining teaching strategies