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Knowledge of a foreign language takes priority in modern conditions of globalization. Possession of integrated communication skills that ensure professional and business relationships between people of different countries becomes an obvious necessity for future foreign language specialists. Accordingly, the CLIL technique, known in the world and actively used for effective foreign language learning, is receiving special attention at the current stage. The article examines the main advantages and challenges of using the method of content and language integrated learning in the Ukrainian educational system, and draws attention to the main factors on which the successful implementation of the CLIL method in Ukraine depends. [ABSTRACT FROM AUTHOR]

The article analyses the issue of techniques of bilingual education by introducing CLIL comparing to ESP, EAP, EMI approaches at different levels of education – secondary and tertiary. In the article the authors studied the challenges, resilience and sustainability during the process of introduces above mentioned approaches. The CLIL approach facilitates foreign language learning by integrating language and content instruction. The authors’ investigation has a theoretical bias and different scientists’ point of view. By analyzing the implementation of CLIL approach and authors’ experience in practical application of other approaches the comparative analysis is done that proves the priorities of using CLIL at schools and higher educational establishments. The authors justified that CLIL is more than just language switching; it means that teaching subjects in a second language, like English, is the best way to make learning more meaningful and engaging. The benefits of CLIL in Ukrainian education system emphasize learners’ fluency in both languages - Ukrainian and English, high academic achievements, achievements in communication and development of sociocultural competencies that as a result boost learners’ motivation and bridge the language gap. [ABSTRACT FROM AUTHOR]

Methodology of content and language integrated learning (CLIL) is a gradual replacement of cramming and sometimes unconscious repetition. The principle of integration and functional contextual mastering of a foreign language have become extremely popular in the world, and have also made it possible to determine the advantages and problems of implementing the content and language integrated learning method into the educational process in many countries of the world. The given article is devoted to the issue of using the methodology of content and language integrated learning (CLIL) at each educational level of the Ukrainian education system, its methodological tasks are considered at each structural stage. Attention is paid to the main conditions for the successful implementation of the method of content and language integrated learning (CLIL) in Ukrainian secondary education institutions. The general principles of lesson planning and a series of English language lessons in Ukrainian secondary schools are considered. [ABSTRACT FROM AUTHOR]