Austrian experience of content and language integrated learning (CLIL)

Abstract

The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and exchange of experience with Austrian scientists, experts and practitioners, the authors make a historical and linguistic overview of the implementation of subject and language integrated learning in Austrian school practice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bilingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main
prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the adaptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL programme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of
classical language education and as a language of instruction is seen as an advantage.