Abstract
This study investigates the possibility of using the Content Language Integrated Learning (CLIL) method to develop organic chemistry students' foreign language skills and subject content. The relevance of the research is explained by the lack of theoretical and methodological training tools related to the use of CLIL teaching technology for pedagogical universities. The goal of the scientific article is to prepare study organization modeling focusing on the formation of foreign language professional communicative competence (FLPCC) of future chemists based on CLIL and justify its effectiveness. To accomplish this goal, the paper shows the outcomes of implementing the author's model of cultivating pedagogical university students and the effectiveness of teaching and learning utilizing CLIL in various chemistry classes. In addition, the Quasse research method was applied to implement this approach. Interviews, observations, and data analysis from questionnaires were employed to obtain information. The research can be beneficial for university teachers in CLIL practice, as well as for teachers dealing with the issue of students' formation of FLPCC. Moreover, the research findings confirm that using the proposed approach will enhance the quality of training for aspiring chemical specialists who can freely communicate in the professional sector in English and have honed their speaking skills.