SUBJECT - LANGUAGE INTEGRATION AS A TOOL FOR THE FORMATION OF PLURILINGUAL COMPETENCE OF STUDENTS

In the conditions of rapid globalization of the modern world, when the boundaries of professional communication are expanding and the need for intercultural exchange of professionally relevant information is increasing, higher professional education faces the task of training specialists with a multifaceted range of interdisciplinary competencies, ready for successful participation in diverse areas of professional communication at the international level. In these realities, the search for new, effective ways of professionally oriented teaching of a foreign language becomes particularly relevant. The answer of linguodidactics to these challenges was the methodological model of subject-language integrated learning (Content and Language Integrated Learning – CLIL), which is very popular in the European system of language education at various levels – from school to university. This article is devoted to the relations between two modern approaches in linguodidactics: content and language integrating and plurilingualism. The aim of the study was to show how opinions of the researchers about the basic principles of content and language integrated learning change over time as well as to suggest a possible way of its further development by implementing a new competency – pluriliteracy. The author gives a brief characteristic of a well-known 4C principles and compares it with a new model – pluriliteracy teaching for learning while content and language integration. In conclusion the author states that a shift from 4Cs to a pluriliteracies approach may become a new step in the development of content and language integrated learning and its popularity worldwide.