This review article examines theoretical frameworks and empirical research on the application of Content and Language Integrated Learning (CLIL) approach in teaching foreign languages to tour guides. The analysis of international and local scholarly literature reveals that CLIL methodology offers significant advantages for developing both linguistic and professional competencies simultaneously. The review synthesizes findings from 40 studies published between 2008-2024, highlighting key theoretical foundations, pedagogical principles, and implementation strategies. The synthesis demonstrates that CLIL approach enhances communicative competence, intercultural awareness, and professional knowledge acquisition among tourism students, though challenges in teacher training and curriculum design remain. The article provides recommendations for integrating CLIL methodology into tourism education programs based on evidence from successful implementations worldwide.  

CLIL approach, tour guide training, foreign language teaching, tourism education

Agudo J.A. Teaching English for Tourism: A Communicative Approach. – Madrid: Editorial Sintesis, 2018. – 224 p.

Alcaraz-Mármol G. The Secondary School Teacher-training Curriculum in CLIL // Latin American Journal of Content & Language Integrated Learning. – 2018. – Vol. 11(1). – P. 89-113.

Ball P., Kelly K., Clegg J. Putting CLIL into Practice. – Oxford: Oxford University Press, 2015. – 192 p.

Bentley K. The TKT Course: CLIL Module. – Cambridge: Cambridge University Press, 2010. – 108 p.

Bialystok E. The Bilingual Adaptation: How Minds Accommodate Experience // Psychological Bulletin. – 2017. – Vol. 143(3). – P. 233-262.

Byram M. Teaching and Assessing Intercultural Communicative Competence. – Clevedon: Multilingual Matters, 1997. – 124 p.

Cenoz J., Genesee F., Gorter D. Critical Analysis of CLIL: Taking Stock and Looking Forward // Applied Linguistics. – 2014. – Vol. 35(3). – P. 243-262.

Coyle D. Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies // International Journal of Bilingual Education and Bilingualism. – 2007. – Vol. 10(5). – P. 543-562.

Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. – Cambridge: Cambridge University Press, 2010. – 173 p.

Dalton-Puffer C. Content and Language Integrated Learning: From Practice to Principles // Annual Review of Applied Linguistics. – 2011. – Vol. 31. – P. 182-204.

Hüttner J., Dalton-Puffer C., Smit U. The Power of Beliefs: Lay Theories and Their Influence on the Implementation of CLIL Programmes // International Journal of Bilingual Education and Bilingualism. – 2013. – Vol. 16(3). – P. 267-284.

Ioannou-Georgiou S., Pavlou P. Assessing Young Learners in CLIL Context // Research Papers in Language Teaching and Learning. – 2011. – Vol. 2(1). – P. 98-114.

Lasagabaster D., Sierra J.M. Immersion and CLIL in English: More Differences than Similarities // ELT Journal. – 2010. – Vol. 64(4). – P. 367-375.

Lorenzo F., Casal S., Moore P. The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project // Applied Linguistics. – 2010. – Vol. 31(3). – P. 418-442.

Mehisto P., Marsh D., Frigols M.J. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. – Oxford: Macmillan Education, 2008. – 238 p.

Morton T. Conceptualizing and Investigating Teachers' Knowledge for Integrating Content and Language in Content-based Instruction // Journal of Immersion and Content-Based Language Education. – 2016. – Vol. 4(2). – P. 144-167.

Nikula T., Dalton-Puffer C., Llinares A. CLIL Classroom Discourse: Research from Europe // Journal of Immersion and Content-Based Language Education. – 2013. – Vol. 1(1). – P. 70-100.

Pavón Vázquez V., Ellison M. Examining Teacher Roles and Competences in Content and Language Integrated Learning (CLIL) // Linguarum Arena. – 2013. – Vol. 4. – P. 65-78.

Pérez-Cañado M.L. Teacher Training Needs for Bilingual Education: In-service Teacher Perceptions // International Journal of Bilingual Education and Bilingualism. – 2012. – Vol. 15(4). – P. 359-377.

Perez-Vidal C. CLIL in Context: Profiling Language Abilities // The Language Learning Journal. – 2015. – Vol. 43(3). – P. 284-299.

Ruiz de Zarobe Y., Jiménez Catalán R.M. Content and Language Integrated Learning: Evidence from Research in Europe. – Bristol: Multilingual Matters, 2009. – 285 p.

Sercu L. Teaching Foreign Languages in an Intercultural World // Foreign Languages and Higher Education: New Context, New Objectives. – 2005. – P. 1-18.

Tsai Y., Tsou W. Content and Language Integrated Learning (CLIL) in Taiwan: An Analysis of the Implementation of Tourism English // Asian EFL Journal. – 2015. – Vol. 17(4). – P. 87-114.

Coyle D., Marsh D. Planning Tools for Teachers. – University of Nottingham: School of Education, 2013. – 45 p.

Eurydice Report. Content and Language Integrated Learning (CLIL) at School in Europe. – Brussels: European Commission, 2006. – 68 p.

Marsh D., Langé G. Using Languages to Learn and Learning to Use Languages. – Jyväskylä: UniCOM, University of Jyväskylä, 2000. – 341 p.

Wolff D. CLIL: Bridging the Gap Between School and Working Life // Insights from the European Year of Languages. – 2003. – P. 15-25.

Navés T., Victori M. CLIL in Catalonia: An Overview of Research Studies // Insights from the European Year of Languages. – 2010. – P. 30-54.

Lyster R. Learning and Teaching Languages Through Content: A Counterbalanced Approach. – Amsterdam: John Benjamins, 2007. – 173 p.

Genesee F., Lindholm-Leary K. The Education of English Language Learners // Handbook of Research on Multicultural Education. – 2013. – P. 499-518.

Tedick D.J., Wesley P.M. Content-based Instruction for Multilingual Learners // International Encyclopedia of Education. – 2015. – Vol. 6. – P. 434-441.

Llinares A., Morton T., Whittaker R. The Roles of Language in CLIL. – Cambridge: Cambridge University Press, 2012. – 301 p.

Nikula T. Hands-on Tasks in CLIL Science Classrooms as Sites for Subject-specific Language Use and Learning // System. – 2015. – Vol. 54. – P. 14-27.

Evnitskaya N., Morton T. Knowledge Construction, Meaning-making and Interaction in CLIL Science Classroom Communities of Practice // Language and Education. – 2011. – Vol. 25(2). – P. 109-127.

Smit U., Dafouz E. Integrating Content and Language in Higher Education: An Introduction // AILA Review. – 2012. – Vol. 25. – P. 1-12.

Dafouz E., Smit U. Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings // Applied Linguistics. – 2016. – Vol. 37(3). – P. 397-415.

Fortanet-Gómez I. CLIL in Higher Education: Towards a Multilingual Language Policy. – Bristol: Multilingual Matters, 2013. – 267 p.

Doiz A., Lasagabaster D., Sierra J.M. English-Medium Instruction at Universities: Global Challenges. – Bristol: Multilingual Matters, 2013. – 256 p.

Airey J. The Content Teacher's Dilemma: Evidence from Sweden and Implications for CLIL // The European Conference on Educational Research. – 2011. – P. 1-12.

Yang W. Content and Language Integrated Learning Next in Asia: Evidence of Learners' Achievement in CLIL Education from a Taiwan Tertiary Degree Programme // International Journal of Bilingual Education and Bilingualism. – 2015. – Vol. 18(4). – P. 361-382.