Details

This thesis investigates the integration of Content and Language visualized Integrated Learning (CLIL) with scaffolding to enhance content and language skills development in English and Geography. Chapter 1 provides the conceptual background for professional foreign language teaching by discussing some principles that guide the field in its work and what are the ideas that form the basics of CLIL in foreign and Russian Linguodidactics, as well as what is considered visualized scaffolding. It highlights the history of the changes of CLIL beginning as an offshoot of approaches such as ESP and what is at the heart of CLIL in that it works with both content and language. In the end it questions how the description of the facts come together to design a pragmatic rationale for putting in practice CLIL principles. Chapter 2 focuses on practical application and describes the English-Geography integration through visualized scaffolding. It introduces an extensive array of exercises for foreign-language professional and communicative competence development and using techniques of visualized scaffolding as a tool for assisting students with various levels of proficiency. It also contains methodological suggestions to assess students knowledge in Geography and English to be in accordance with CLILs approach of integration. By combining theoretical foundations with practical strategies, this research offers valuable insights into creating interdisciplinary learning environments that align content objectives with language acquisition. The thesis contributes to advancing CLIL methodologies, particularly within the Russian educational context, by providing educators with tools to enhance both content mastery and language proficiency.