CLIL METHODOLOGY IN TEACHING CANADIAN LITERATURE IN TERTIARY EDUCATION: SCAFFOLDING

The article provides an in-depth analysis of the application of Content and Language Integrated Learning (CLIL) methodology in teaching Canadian literature in tertiary education.CLIL, known for its dual focus on language acquisition and content mastery, offers a valuable framework for exploring modern Canadian cultural narratives while simultaneously enhancing students' linguistic competence.This study emphasizes the crucial role of scaffolding in effectively implementing CLIL within this context.Given the linguistic complexity and cultural unfamiliarity often encountered in Canadian literary texts, scaffolding strategies are essential to support students' understanding and engagement.The article examines various scaffolding techniques in teaching MA students Canadian literature, particularly L. Lanston's novel "Lesia's Dream" by implementing pre-reading activities, contextualized vocabulary support, and interactive discussions, which facilitate both language development and content comprehension together with novel analysis.Additionally, the study explores the dynamic nature of scaffolding in CLIL University classrooms, highlighting the need for adaptive, responsive teaching approaches that cater to students' evolving needs.In this regard, Scaffolfing in literature and language teaching emerges as a valuable asset, enriching students' interpretative perspectives and fostering a deeper cultural appreciation.By leveraging multilingual competencies, educators can create more inclusive and engaging learning environments.By analyzing the interplay between scaffolding and CLIL in teaching Canadian literature, the article contributes to the ongoing discourse on integrated language and content instruction, offering practical implications for educators seeking to enhance student outcomes in multilingual and multicultural academic settings.