CLIL METHODOLOGY IN DEVELOPING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCIES OF FUTURE SOCIAL PROFESSIONALS

Abstract

Introduction. The modern paradigm of higher education in Ukraine, integrated into the European Higher Education Area, requires social sphere specialists to possess not only profound professional knowledge, but also a high level of foreign language communicative competence. This is necessitated by the need to collaborate with international humanitarian organizations, study advanced rehabilitation practices, and support vulnerable populations (namely, people with disabilities, internally displaced people (IDPs), veterans and others) within a cross-border context. Content and Language Integrated Learning (CLIL) emerges as an effective tool that allows for the simultaneous mastery of professional content and a foreign language, bridging the artificial gap between theoretical training and language practice. The purpose of the study is to provide a theoretical substantiation of the core components of the CLIL methodology, to develop alternative proposals for its application in the process of forming the foreign language communicative competence of future social work professionals (social workers and psychologists), and to verify its effectiveness in the real-world educational process of a higher education institution. Scientific Novelty. The components of CLIL didactic principles (the «4Cs» framework: Content, Communication, Cognition, Culture) have been analyzed and adapted to the specificities of social sphere training, considering the necessity of mastering professional terminology in psychosocial rehabilitation and inclusion. The integrated learning model has been enhanced by combining the learning of English with case-study methods aimed at solving professionally-oriented social tasks in a foreign language. The concept of foreign language communicative competence is defined and analyzed as a vital component of a social worker’s professional identity, including readiness for intercultural communication in crisis situations and under martial law. Conclusions. The implementation of the CLIL methodology in the training of future social sphere specialists significantly improves the level of English for Specific Purposes (ESP) proficiency. It has been established that integrated learning stimulates students’ cognitive processes, increases motivation for studying professional disciplines, and forms a readiness to use a foreign language as a tool for continuous professional development. The application of CLIL prepares specialists capable of working effectively in international projects (such as Erasmus+ programs etc.) and implementing inclusive values within Ukrainian society.