IMPLEMENTING CLIL-METHODOLOGY IN UNIVERSITY FOREIGN LANGUAGE PRACTICE: WRITING A SUMMARY

Abstract

Introduction. This article presents a methodological framework of enhancing academic writing competence among University students majoring in Bilingual Pedagogy. The framework is designed in accordance with one of the major principles of CLIL, which pinpoints an importance to advance CALP skills among cognizing subjects.

The purpose of this article is to promote the expedience of fostering academic language proficiency in Universities with a major focus on summarizing skills. Furthermore, it is also targeted at exposing the conventional format and specific features of a summary, and illustrate the techniques of teaching this complex skill. A special attention is focused on the rules and conventions of producing a quality summary, as well as the issues, which students may encounter while mastering CALP.

Results. The study identifies the phases and stages of learning to summarize and offers a congruous system of activities. The latter correlates with the singled out stages (receptive, reproductive and productive) and embraces preparatory and communicative types of activities, which in their turn fall into subtypes, each aiming at completing specific tasks and reaching definite goals. The devised system of activities is illustrated with corresponding instances of assignments.

Conclusion. Acquiring academic writing expertise and CALP skills are an integral part of a quality University education, which presumes developing apposite theoretical awareness, going through special training and abiding by established rules and conventions.