ADAPTATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHODOLOGY TO THE SPECIFICS OF TRAINING FUTURE OFFICERS

Abstract

Relevance: The growing role of foreign-language professional communication in the activities of officers under the conditions of Ukraine’s Euro-Atlantic integration, the expansion of international military cooperation, and the implementation of NATO standards in the military education system determine increased requirements for the level of language training of future officers. At the same time, traditional models of language training do not adequately combine linguistic knowledge with professional content, which necessitates adapting modern teaching methods to the specifics of higher military education.

Objective: The theoretical substantiation of adapting the Content and Language Integrated Learning (CLIL) methodology to the training of future officers.

Methods: Theoretical analysis – to study scientific sources on the integration of language and professional training and to identify modern approaches to implementing CLIL; synthesis – to generalize various theoretical positions and form a holistic view of the possibilities of integrating language and professional training of future officers; generalization – to systematize the results of previous research and determine the main trends in applying CLIL in higher education; comparative analysis – to compare approaches to implementing CLIL in civilian and military education, identifying specific requirements for cadets’ professional training; forecasting – to determine effective models of integrating language and professional components and outline their potential for developing key professional competencies in the context of international military cooperation.

Results: The peculiarities of applying CLIL methodology in the system of higher military education have been analyzed, and the factors determining its adaptation have been outlined, including the regulated nature of the educational process, the professionally oriented character of the learning content, and the high requirements for accuracy in foreign-language communication in the military sphere; the expediency of using content- and language-oriented CLIL models, as well as digital technologies, simulations, and interdisciplinary projects for integrating language and professional training of cadets, has been established.

Conclusions: The main features of adapting CLIL methodology to the conditions of higher military education have been identified (application of content- and language-oriented models, integration of language training into professional disciplines, use of digital technologies and interdisciplinary tasks); the potential of CLIL methodology for developing cognitive competencies (ability to analyze, synthesize, and make decisions under complex conditions), communicative competencies (accuracy and functionality of foreign-language professional communication), and intercultural competencies (ability to interact effectively in multinational military formats) has been determined; the peculiarities of military education that define the specifics of CLIL implementation have been clarified (strict regulation of the educational process, high requirements for accuracy in foreign-language communication, focus on applied tasks, and the need to prepare for activity under stressful conditions); gaps in methodological support have been revealed (limited number of adapted teaching materials, insufficient teacher training for using CLIL in the military context, and the need to create a system of professional development for educators in integrated learning).