The Formation of foreign language teachers’ Professional Competence on the basis of CLIL technology

Abstract

In recent years, the integration of Content and Language Integrated Learning (CLIL) has emerged as a powerful pedagogical approach aimed at fostering both content knowledge and language proficiency simultaneously. This article examines the formation and enhancement of foreign language teachers' professional competence through using CLIL technology. It explores the theoretical framework underpinning CLIL, its impact on language teaching, and the ways it contributes to the development of teachers' skills and competencies. Additionally, practical implications and future directions for utilizing CLIL in teacher training programs are discussed. Content and Language Integrated Learning (CLIL) technology is a methodology that has been adopted by many foreign language teachers to enhance the teaching of languages. It is an approach that integrates content and language learning, where teachers teach language through subject matter, and students learn both content and language simultaneously. The purpose of this article is to explore how CLIL technology can be utilized to enhance foreign language teachers' professional competence in terms of language proficiency, pedagogy, and technology integration. The article argues that CLIL technology can be effectively used to improve foreign language teachers' professional competence.