Abstract:
The article addresses the issue of improving English language proficiency in Ukraine in the context of globalization and increasing demands for professionally oriented foreign language competence among future specialists in Economics. The study relevance is grounded in the need to enhance the Ukrainian graduates’ competitiveness in the international labor market and by Ukraine’s relatively low position in global rankings, particularly according to the EF English Proficiency Index 2025 report. The paper analyzes contemporary scholarly approaches to the implementation of Content and Language Integrated Learning (CLIL), introduced by D. Marsh, and defines it as a dual-focused educational approach integrating content mastery with language development.
Special attention is paid to the potential integration of CLIL principles into English for Specific Purposes (ESP) courses at Ukrainian higher educational institutions. The key CLIL principles, mainly authenticity, active learning, scaffolding, cognitive challenge, and the intercultural dimension reflected in the 4Cs framework (Content, Communication, Cognition, Culture) are characterized and substantiated as effective tools for developing professionally oriented communicative competence among Economics students. Practical classroom techniques such as role-plays, case studies, presentations, project-based learning, and various types of linguistic, cognitive, and task scaffolding are described. The study demonstrates that integrating CLIL into ESP courses enhances students’ motivation, promotes critical thinking, strengthens professional communication skills, and ensures synergy between language training and subject-specific education. It is concluded that further research should focus on designing full-scale CLIL-based courses for Economics students and developing methodological guidelines for both language and content instructors in Ukrainian higher educational institutions.
