IMPLEMENTING CLIL IN PHILOLOGY DEPARTMENTS TO TEACH LINGUISTICS THROUGH ENGLISH-MEDIUM INSTRUCTION

Abstract. Content and Language Integrated Learning (CLIL) has gained increasing attention in higher education as an approach that integrates subject content learning with foreign language acquisition. In philology departments, where linguistics is a core discipline, CLIL offers a promising framework for delivering theoretical and applied linguistic knowledge through English-medium instruction (EMI). This paper explores the pedagogical and institutional feasibility of implementing CLIL in philology departments to teach linguistics in English. Drawing on recent theoretical discussions and empirical studies in CLIL and EMI contexts, the article analyses benefits, challenges, and methodological implications of CLIL-based linguistics instruction. It argues that CLIL enhances disciplinary literacy, academic English competence, and cognitive engagement when properly scaffolded. However, its success depends on teacher training, curriculum redesign, and institutional support. The paper proposes a structured CLIL model for linguistics courses in philology departments and offers practical recommendations for implementation in non-native English-speaking higher education contexts.