SUBJECT-LANGUAGE INTEGRATED TEACHING OF RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIAN UNIVERSITIES: CURRENT STATE AND DEVELOPMENT PROSPECTS

Abstract

The article analyses the practice of using subject-language integrated learning (CLIL) in teaching Russian as a foreign language in universities of the Russian Federation. The relevance of the topic is due to the growing interest in CLIL as an innovative approach that allows to effectively combine language learning and subject content. The purpose of the study is to identify the features of the implementation of CLIL in Russian universities and to determine the factors influencing its effectiveness. The tasks include the systematization of data on the applied CLIL models and technologies, the analysis of problem areas and the development of recommendations for optimizing this practice. The methodological basis consists of competence-based, communicative-cognitive and intercultural approaches. The empirical study is implemented in the form of an online survey of teachers (n=120) and students (n=350) from 15 universities of Russia. The survey includes blocks aimed at identifying conceptual ideas about CLIL, evaluating the effectiveness of specific practices, and analyzing difficulties. Methods of descriptive and analytical statistics (frequency analysis, correlation analysis) are used for data processing. The majority of teachers (83%) consider CLIL as an effective strategy that promotes the interrelated development of language and subject competencies among international students. At the same time, the actual practice of implementing CLIL is characterized by fragmentation and lack of consistency. The key factors limiting the potential of this approach are insufficient methodological training of teachers, poor coordination of language and subject courses, and a shortage of specialized educational materials. The research contributes to the scientific discussion on ways to improve the quality of language training for foreign students in Russian universities. The obtained results help formulate a set of organizational and pedagogical conditions necessary for the effective implementation of CLIL. The practical significance is related to the possibility of using recommendations for the modernization of RCT training programs. Prospects for further research include the development of a methodology for evaluating the effectiveness of CLIL, the creation of a bank of best practices, and the testing of new models of integrated learning.