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Competence of a secondary school teacher in the field of foreign language teaching based on content and language integrated learning (CLIL)


The experience of domestic and foreign methodologists who were interested in the question of the competence of a foreign language teacher implementing content and language integrated learning (CLIL) is analyzed. On the basis of the studied works, the main categories of competencies are identified: a) foreign language proficiency at a level not lower than B2; b) teacher competence in the field of a profile subject; c) knowledge of the methodology of teaching a foreign language in secondary school; d) knowledge of the methodology of teaching a profile subject.


competence of a foreign language teacher, language competence of the teacher, content and language integrated learning, foreign language, secondary education

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1. Sysoyev P.V. Etapy razrabotki uchebnykh materialov dlya predmetno-yazykovogo integrirovannogo obucheniya [Stages of the development of teaching materials for content and language integrated learning]. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya – Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, 2020, no. 3, pp. 169-178. (In Russian). 2. Sysoyev P.V. Diskussionnyye voprosy vnedreniya predmetno-yazykovogo integrirovannogo obucheniya studentov professional’nomu obshcheniyu v Rossii [Controversial issues of the introduction of content and language integrated learning approach to teaching foreign language professional communication in Russia]. Yazyk i kul’tura – Language and Culture, 2019, no. 48, pp. 349-371. (In Russian). 3. Sysoyev P.V., Zavyalov V.V. Elektivnyy yazykovoy kurs “Introduction to Law” v sisteme professional’no oriyentirovannogo obucheniya inostrannomu yazyku v starshikh klassakh [The elective language course “Introduction to law” in the system of professionally-oriented foreign language teaching in senior high school]. Inostrannyye yazyki v shkole – Foreign Languages at School, 2018, no. 7, pp. 10-18. (In Russian). 4. Polyakov O.G., Belousov A.S. Elektivnyy kurs na inostrannom yazyke i profes-sional’naya oriyentatsiya uchashchikhsya starshikh klassov (na primere gumanitarnogo profilya) [Elective course in a foreign language and professional orientation of high school students (on the example of humanitarian specialization)]. Inostrannyye yazyki v shkole – Foreign Languages at School, 2021, no. 5, pp. 64-71. (In Russian). 5. Hansen-Pauly M.A., Bentner G., Jovanovic V., Zerbato D., Llinares A., Dafouz E., Erades C., García M., Carreras A., Favlli F., Dale L., Robinson P., Hofmannova M., Novotna J. Teacher Education for CLIL across Contexts: From Scaf-folding Framework to Teacher Portfolio for Content and Language Integrated Learning. SOCRATES-COMENIUS 2.1 project. 2009. Available at: (accessed 18.06.2021). 6. Richards J.C., Farrell T.S. Professional Development for Language Teachers. Strategies for Teaching Learning. New York, Cambridge University Press, 2005, 214 p. 7. Marsh D., Mehisto P., Wolff D., Frigols M.J. European Framework for CLIL Teacher Education. Graz, European Centre for Modern Languages, 2010. 8. Bertaux P., Coonan C.M., Frigols M.J., Mehisto P. The CLIL Teacher’s Competence Grid. 2010. Available at: (accessed 18.06.2021). 9. Gierlinger E. CLIL – teachers’ TL competence. Available at: (accessed 18.06.2021).



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Pedagogy and psychology

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