Abstract
This article analyzes the possibilities of the scaffolding strategy as one of the most effective tools for Content and Language Integrated Learning (CLIL), using the example of teaching the Russian language (L2) to students of the Kazakh Department at a university preparing future specialists in the field of tourism, hotel, and restaurant business. The author has experimented with various scaffolding strategies, such as those initiated by students themselves or self-directed scaffolding, including strategies for learning the Russian language: emotional (affective) strategies, social, cognitive, and metacognitive strategies, mnemonic and compensatory strategies. The author applied scaffolding in their classes through formative assessment of students and by posing questions to promote critical thinking. It was found that scaffolding provides ample opportunities for the development of critical and divergent thinking in students, as well as teaching skills and constructive positive thinking, ensuring alignment with students' expectations and the high expectations of teachers. Practical applications can be applied to the study of L2 and L3 regardless of the thematic focus and complexity of the study material. Scaffolding strategies allow for the adaptation of pedagogical practices, enabling students to cope with additional cognitive challenges during content learning and to reduce the workload when studying L2 and L3. The article presents the effectiveness of foundational language learning strategies based on R. Oxford's taxonomy, as well as formative assessment according to D. William methodology and the possibilities of question development as a scaffolding tool by S. Nuttall. The research results have shown that the use of scaffolding strategies contributes to increasing students' motivation to learn the Russian language and enhancing their language skills.