CONTENT AND LANGUAGE INTEGRATED LEARNING AND STEM/STEAM EDUCATION AS INNOVATIVE ENGLISH TEACHING METHODS

The article is devoted to the study of content and language integrated learning (CLIL) and STEM/STEAM education as innovative English teaching methods. The paper identifies the features, advantages and ways of implementing these approaches in the educational process, as well as conducts a comparative analysis of them. The essence of the CLIL methodology is outlined, which consists in combining language learning with subject content. It is proved that subject and language integration is based on four main components: content, communication, thinking and culture. The importance of this methodology for ensuring the development of cognitive thinking and communicative competence through the use of authentic foreign language materials and information visualisation is determined. When planning a lesson using the methodology of CLIL, it is recommended to choose the learning material in accordance with the expected learning outcomes, clearly state language and subject objectives, use authentic materials and use group work to encourage cooperative learning. The article compares the features of the CLIL methodology with STEM/STEAM education, a comprehensive system that integrates natural sciences, technology, engineering, (art) and mathematics to develop technical skills, critical thinking and creativity. The focus on hands-on projects and experiential learning is most significant, encouraging independent knowledge seeking and research. An integral part of STEM is the development of communication competence, which opens up opportunities for effective communication in English in various communication situations. It is proved that the integration of STEAM education elements into the process of learning a foreign language stimulates the comprehensive development of language skills: reading, speaking, writing and listening. The article analyses the Wider World and 4MINDS textbooks in a comparative perspective and demonstrates different approaches to using these methods: the former focuses on language learning through authentic texts and cultural contexts, and the latter on experiential learning through practical projects and research. The CLIL approach is distinguished by the organisation of the material, where knowledge from specific subject areas is the basis for language development, while the STEAM approach uses an interdisciplinary structure where projects integrate several subject areas at the same time. Thus, both methods, despite their differences, effectively develop the communication competence, critical thinking and practical skills necessary for successful functioning in the globalised world, help to increase students' motivation and form an interdisciplinary worldview, which is the basis of the modern educational paradigm.