POSSIBILITIES OF USING CONTENT AND LANGUAGE INTEGRATED LEARNING IN THE PROCESS OF FORMING PROFESSIONAL FOREIGN COMMUNICATIVE COMPETENCE OF POLICE OFFICERS

Abstract

The article explores and substantiates the potential of Content Language Integrated Learning (CLIL) as an educational technology for developing professional foreign communicative competence in cadets of educational institutions of the Ministry of Internal Affairs of the Russian Federation. Four components – content, communication, cognition, and culture – are recognized as optimally suited to the goals of professional language training. They ensure the integration of subject-matter in law enforcement, the development of speech activity in the official context, and the development of critical thinking and intercultural reflection. Four types of tasks are demonstrated which implement this technology: lexical proportions for mastering terminological units through their referential and systemic properties, analysis of authentic police documents for the automation of official business constructions, role-playing simulations of official situations, and academic discussion for the development of argumentative speech. The proposed implementation options for CLIL will be useful for ensuring high-quality language training for police officers within the practice-oriented paradigm stipulated by the current federal state educational standard for higher education.