CONTENT AND LANGUAGE INTEGRATED TRAINING IN HIGHER MEDICAL EDUCATION

This article discusses the сontent and language integrated learning in higher medical education. Joining the Bloom taxonomy process gives the right to modernize higher professional education, opens up additional opportunities to participate in conferences, projects, and students and teachers of higher education institutions in academic exchanges with universities in foreign countries. CLIL technique allows to realize the main goal of learning a foreign language in higher education. It helps to develop practical skills of using a foreign language in everyday communication situations to master General language, educational and professional communicative competences. CLIL provides students with the opportunity to use their knowledge of a foreign language in the process of studying University subjects. This approach to learning integrates learning content while developing language skills and contributing to effective motivational learning. thus, it increases their confidence in the knowledge of a foreign language, removes the language barrier in communication and contributes to the growth of motivation in mastering foreign language competencies. We study the need for medical students to have a certain level of English and maintaining the acquired level, to improve the acquired skills.

1. Drubin, David G., Kellogg, Doug R. (2012): ―English as the universal language of science: opportunities and challenges.‖ In: Molecular Biology of the Cell 23 (8), 1399.

2. Wolff, Dieter (2009): ―Content and language integrated learning.‖ In: Knapp, Karlfried, Seidlhofer, Barbara (eds.): Handbook of Foreign Language Communication and Learning. Berlin: Walter de Gruyter, 545–572.

3. Dalton-Puffer, Christiane, Nikula, Tarja, Smit, Ute (eds.) (2010): Language Use and Language Learning in CLIL Classrooms. Amsterdam, Philadelphia: John Benjamins. (Applied Linguistics Series 7.

4. Gavrilova, Elena, Trostina, Kira (2014): ―Teaching English for Professional Purposes (EPP) vs Content and Langauge Integrated Learning (CLIL): The Case of Plekhanov Russian University of Economics (PRUE).‖ In: European Scientific Journal (2), 7–17. Online available at: http://eujournal.org/index.php/esj/article/viewFile/3686/3485 [Last accessed on 12.02.2019].

5. Асанова Г.С. Білім беру жҥйесінде пәндерді кіріктіре оқыту технологиясын пайдаланузаман талабы. http://orleuastana.kz/2017/11/29/bilim-beru-zh-jesinde-p-nderdi-kiriktire-o-y-tu-tehnologiyasy-n-pajdalanu-zaman-talaby/

6. Armstrong, Patricia (2009): Bloom‘s Taxonomy. Issued by: Center for Teaching - Vanderbilt University, Nashville. Online available at: http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ [Last accessed on 12.02.2019].

7. Inglin, Oswald (2013): CLIL‗s little helpers: Tipps and Materialien für den immersiven Geschichtsunterricht. Bern: Hep Verlag.

8. Dale, Liz, van der Es, Wibo, Tanner, Rosie (2010): CLIL Skills. Online available at: http://externalaffairs.ucoz.com/_ld/0/2_CLIL_Skills-def.pdf [Last accessed 12.02.2019].

9. Krummbein, Reitz (2014): „Praxisorientierung in der sozialwissenschaftlichen Hochschulbildung.― In: Rodrian-Pfennig, Margit: Reflexive Lehrforschung an der Hochschule: Partizipations-, Forschungs.