PREPARATION OF REHABILITATION STUDENTS FOR THE VOCATIONAL ENGLISH LANGUAGE PROFICIENCY TEST USING THE CLIL METHODOLOGY
DOI:
https://doi.org/10.32782/2522-1795.2026.20.1.1Keywords:
CLIL, KROK 1, English, Latin, integrated learning, competence, binary classes, medical educationAbstract
Purpose – to study the influence of CLIL (Content and Language Integrated Learning) on the preparation of rehabilitation students for the KROK 1 examination.
Material. The article considers the application of the CLIL methodology in the process of preparing students of the specialty I7 «Therapy and Rehabilitation» for the Unified State Qualification Exam (USQE), the test component of which is: the integrated test exam Krok 1. The theoretical foundations of subject-language integrated learning are determined and its potential in the formation of foreign language communicative competence of future specialists is analyzed.
Results. The authors emphasize the combination of language and professional components of the educational process, which contributes to the development of critical thinking, cognitive skills and an increase in the level of readiness for testing. Particular attention is paid to the role of Latin language as a basic element of medical terminology and an important tool for interlingual integration. The possibilities of implementing binary classes that combine teaching English, Latin and specialized disciplines are considered, which ensures the integrity of the educational process and forms professional and cultural competence in students. It is shown that the use of CLIL in preparation for the Krok 1 increases motivation for learning, promotes mastery of international terminology, expands access to world sources of information and forms the ability to work in a multicultural environment. Practical examples of implementing the methodology are described: creating terminological dictionaries, working with clinical cases in English and testing and using multimedia resources. The experience of academic mobility of students is summarized, which confirms the effectiveness of the subject-language integrated approach in medical education.
Conclusions. CLIL integration in language preparation for the Krok 1 exam contributes not only to the qualitative acquisition of knowledge, but also to the formation of professional mobility and competitiveness of future rehabilitation specialists in the international educational space.
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