Abstract
The article shows the features of the CLIL technology application in teaching chemistry in secondary school. CLIL technology has a considerable impact on the formation of linguistic communicative competencies and a multicultural personality through integrated teaching of the subject and language to students. The CLIL (Content and Language Integrated Learning) technology in integrated subject and language learning is widely recognized in the education system. The foreign language with integrated education in the country is English. Integrated teaching of English and Chemistry is planned and implemented according to the 4C principle. As a rule, the balance between the students’s subject content and foreign language proficiency is indicated. A pedagogical experiment on integrated teaching of Chemistry and English was conducted. Methods have been applied to help students develop subject and language skills. Be the typological selection method, 26 students were selected from two classes as experimental and control groups by comparing knowledge indicators. The CLIL technology elements were used to study chemistry in the experimental group. While in the control group, classes were conducted using the traditional method. The identical pedagogical conditions were created within the teaching of chemistry in the experimental and control groups. The importance of terminology in integrated teaching of the subject and language is demonstrated, students will have to get acquainted with new words and work on increasing their vocabulary. In addition, it was shown that multimedia resources based on CLIL technology (audio recordings) help students to hear, see and perceive information in English, work with text in English – to understand the text and assimilate knowledge. Along with subject knowledge, it contributed to increasing the student’s communicative abilities, establishing proper communication with students and open self-expression.