THEORETICAL FOUNDATIONS FOR DEVELOPING STUDENTS' BILINGUAL COMPETENCE BASED ON CLIL TECHNOLOGIES

Abstract

This article analyzes the theoretical and pedagogical foundations for developing the bilingual competence of higher education students based on CLIL (Content and Language Integrated Learning) technologies. The study examines the essence and structural components of bilingual competence, as well as its communicative, linguistic, cognitive, and sociocultural aspects. It analyzes the potential of CLIL technology for the integrated teaching of content and language and substantiates its pedagogical value in developing students' academic and professional communication skills in two languages. Furthermore, the CLIL components—Content, Communication, Cognition, and Culture—are examined in relation to the components of bilingual competence. As a result of the study, a conceptual model and pedagogical conditions for developing bilingual competence based on CLIL are proposed.