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NON-FORMAL CONTENT AND LANGUAGE INTEGRATED LEARNING: TOWARDS STUDENT'S ASSESSMENT METHODOLOGY of the non-formal content and language integrated learning (further on use as CLIL) of university nonlanguage
INTEGRATIVE APPROACH FLT THE PUPILS OF PRIMARY SCHOOL IN TEACHING FOREIGN LANGUAGE of the integrated approach, explains the peculiarities of the integrated lessons and provides the results
FEATURES OF THE LEARNING OF FOREIGN LANGUAGE IN THE CONDITIONS OF THE INTEGRATED TRAININGThe article is devoted to the peculiarities of learning a foreign language in terms of immersion
The Russian language portfolio as an effective technology in foreign language lifelong learning students' self-directed language learning. The article aims to study the effectiveness of using the Russian
CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN COURT INTERPRETERS' TRAINING the peculiar features of the setting implied for interpreting. Content and language integrated learning
INTEGRATING MOBILE PHONES FOR LANGUAGE LEARNING OF NON-LINGUISTIC MASTER STUDENTSINTEGRATING MOBILE PHONES FOR LANGUAGE LEARNING OF NON-LINGUISTIC MASTER STUDENTS
IMPLEMENTING CONTENT AND LANGUAGE INTEGRATED LEARNING PRINCIPLES AT TERTIARY LEVEL and more effective methods and approaches. And one of them is Content and Language Integrated Learning
Possibilities of using integrated learning in teaching English in a non-linguistic college to integration of learning the language with studying special disciplines. Analysis of theoretical developments
Content and language integrated learning in higher education institution (specialization “law”)Content and language integrated learning is one of the main approaches in higher education. Some
ПРЕДМЕТНО-ЯЗЫКОВОЕ ИНТЕГРИРОВАННОЕ ОБУЧЕНИЕ КАК СОВРЕМЕННАЯ ОБРАЗОВАТЕЛЬНАЯ ТЕХНОЛОГИЯ В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ В ВЫСШЕЙ ШКОЛЕIn the article, Content and Language Integrated Learning is considered by the author as a modern
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