CLIL AS THE VEHICLE OF TRANSITION FROM MONO- TO BILINGUAL INSTRUCTION AT SLOVAK UNIVERSITIES

Abstract

Content and Language Integrated Learning (CLIL) has demonstrated notable success in lower secondary and secondary levels of education, thus warranting consideration for its potential effectiveness in higher education. This scholarly exposition endeavours to delineate CLIL as a viable conduit for the gradual and voluntary transition from delivering specialized courses in the native language to conducting them in a foreign language, thereby facilitating bilingual instruction. Supported by empirical findings derived from ongoing Erasmus +, Visegrad Fund Project, KEGA (Slovak Cultural and Educational Grant Agency) initiatives, as well as research outcomes, the authors proffer a compendium of strategic recommendations designed to augment or inaugurate CLIL endeavours at the university level, particularly within non-philological study programs. Notably, integrating CLIL courses into teacher training programs across four faculties in Slovakia, which are responsible for preparing future English educators, offers promise for the widespread cultivation of CLIL-trained instructors and, consequently, a broader implementation of CLIL in higher education.