Abstract:
This article attempts to reveal the essence of the «CLIL-teacher». This notion is quite new for pedagogical
science. The validity of this definition has been provided by addressing the terminology theory in pedagogy,
when we had chosen an algorithm of four analytical procedures as a starting point: targeted study of terms,
etymological analysis, contextual analysis and normalization of the author’s term system. The conclusion of
terms targeted learning allowed discovering that despite many interpretations, the unifying core of the concept
of CLIL is a dual goal - learning a non-language subject and target languages. As a result of etymological
analysis, it has been determined that CLIL has an English origin. The contextual analysis has revealed that
as CLIL spreads, it acquires a broader meaning: from methodology to self-direction in the sphere of multilingual
education. In the end we have provided our own interpretation of the «CLIL-teacher» notion.
