DEVELOPING FUTURE ACCOUNTANTS’ PROFESSIONAL COMPETENCY THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING

. The major concern of higher education institutions nowadays is to consider how to design new instructional approaches to developing interconnected professional and foreign language competence of students majoring in accounting. The detailed analysis of the present-day scientific works proves that content and language integrated learning (CLIL) is considered one of the widely-spread approaches in achieving this aim. In the present paper, the author tries to confirm this idea concerning training future Ukrainian accountants and draws on examining the effect of CLIL syllabus at Odesa Trade and Economics institute of Kiev National Trade and Economics University and Odessa National University of Economics. The programme included integrated learning a foreign language and “Macroeconomics” as a major subject. The programme duration was 4 months. A total of 108 students majoring in accounting participated in the programme of integrated learning. After the completion of the programme the students' professional knowledge and foreign language proficiency were assessed and their feedback collected and analyzed. Data were obtained from multiple sources, including interviews, pre-and-post assessment tests of language and professional proficiency. Results indicated significant advantages of CLIL regarding future accountants’ competence in a foreign language and a major subject.