ENGLISH LANGUAGE TEACHING METHODOLOGY IN DISTANCE EDUCATION: INTEGRATING COMMUNICATIVE APPROACH, CLIL, AND MULTIMEDIA (THE “OPTIMA” SCHOOL EXPERIENCE)
DOI:
https://doi.org/10.32782/2307-1222.2026-62-21Keywords:
distance learning, English language, Optima School, communicative approach, CLIL, interactive technologies, project-based learning, personalisation, CEFR, bilingual educationAbstract
The article provides a comprehensive analysis of the peculiarities of teaching English in a distance learning environment, using the experience of the Ukrainian distance learning school Optima, the first accredited institution of full secondary education in a distance learning format in Ukraine. The relevance of the study is due to the rapid development of online education under the influence of the COVID- 19 pandemic and the full-scale war in Ukraine, which has highlighted the need for effective, flexible, and pedagogically sound methods of teaching foreign languages that can ensure the continuity of the educational process and high-quality language training for students. The aim of the work is to provide a theoretical justification and practical analysis of the integrated model of English language teaching at the Optima school, which combines a communicative approach, project-based learning, a technological approach, and the CLIL (Content and Language Integrated Learning) methodology. The study uses methods of theoretical analysis of scientific sources, comparative analysis of educational programs, generalization of practical pedagogical experience, and analysis of the results of students' educational activities. It has been established that the Optima School methodology helps students gradually achieve English language proficiency levels from A1 to C1 in accordance with the Common European Framework of Reference for Languages (CEFR). This is achieved through the integration of modern interactive educational platforms (Kognity, Oxford Learn, Mozabook, Smart Kids), personalized learning paths, the Cambridge IGCSE bilingual model, and the systematic use of project-based activities. The results show an increase in student motivation, overcoming language barriers, developing autonomy, and forming key 21st-century competencies. The conclusion was made about the effectiveness of the studied model in the context of crisis challenges and the advisability of its use as a guideline for the further development of distance language education in Ukraine. The prospects of the study are related to conducting comparative studies with other distance education institutions.
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