The Challenges and Features of Clil Implementation in Teaching English of Mining Terminology
Keywords:
CLIL, mining terminology, English for Specific Purposes, technical EnglishAbstract
Content and Language Integrated Learning (CLIL) is a widely used approach that combines subject-specific content with language learning. In mining engineering, teaching English through CLIL presents unique challenges and opportunities. This paper explores the key features of CLIL implementation in mining terminology instruction, identifies potential obstacles, and provides recommendations for practical application. Furthermore, it examines best practices in CLIL pedagogy, the role of technology in mining-related language instruction, and strategies to enhance student engagement and retention of technical vocabulary.
This study also highlights the impact of CLIL on students' cognitive development, its effectiveness in improving both linguistic and professional competencies, and the significance of interdisciplinary collaboration. The discussion includes various instructional methodologies, assessment techniques, and innovative tools that can be integrated into CLIL-based mining education. Finally, recommendations are provided for overcoming implementation barriers and optimizing the CLIL approach to meet the demands of the modern mining industry. The findings of this research are beneficial for educators, policymakers, and industry professionals who seek to enhance technical English proficiency within the mining sector.
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