CLIL APPROACH IN LANGUAGE AND LITERATURE EDUCATION: DIDACTIC IMPLICATION OF A LITERARY TEXT

Abstract

The research paper addresses the issue of Content and Language Integrated Learning (CLIL) as an effective methodological approach to combining subject learning with the development of foreign language competence in secondary and higher educational setting. The theoretical foundations of CLIL are outlined, with a particular emphasis on the principle of integrating subject content and language learning, where the foreign language functions as a tool for knowledge construction rather than a target language acquisition per se. The study differentiates between the two main models of CLIL implementation (hard and soft CLIL) highlighting their didactic functioning, scope of application, and requirements for teachers’ linguistic and subject competence. In the paper, special attention is paid to the structural framework of CLIL through the 4Cs model which ensures a holistic approach to learning by fostering cognitive engagement, intercultural awareness, and meaningful communication. The concept of the language triptych is analyzed as a means of strengthening the linguistic dimension of CLIL and supporting functional and communicative language use in subject-oriented contexts. The research discusses the integration of Foreign Language and World Literature instruction, since both constitute a unified educational area. It substantiates the didactic value of literary texts as authentic resources in CLIL-based instruction, demonstrating their capacity to promote the simultaneous development of communicative, reading, mediation, cognitive, and intercultural skills. Literary works are viewed not only as sources of linguistic input but also as gateways to the cultural, historical, and social contexts of the target language, contributing to the formation of sociolinguistic, pragmatic, and literary competence. The use of literary texts in CLIL is shown to be consistent with the Common European Framework of Reference for Languages, particularly regarding reading for pleasure and text mediation as the major domain dealing with fiction. The article concludes that integrating world literature into foreign language education enhances learners’ motivation, cultural awareness, and readiness for intercultural dialogue. Prospects for further research are include applied aspects of selecting and using literary texts in language-and-literature-oriented CLIL instruction.