What is Bologna Declaration

The chapter presents an overview of the content and language-integrated learning (CLIL) experience of Tomsk Polytechnic University as an illustration of the general discussion of CLIL methodology. CLIL-based courses are analyzed against the criteria of their place in the educational programs, teaching objectives, and organization. The chapter further aims to introduce and discuss requirements for students' language proficiency, the use of students' native language, lesson pace, and other factors that can affect students' engagement and the level of achieving learning outcomes. Theoretical insight into CLIL benefits and drawbacks and a practical study of TPU cases provides guidance for further empirical research and can build on the conceptual framework of nation-based CLIL practice. The framework informs qualitative research in disentangling causes and effects and has the potential to stimulate practical changes in CLIL didactics that are adequate for the context conditions of the Russian higher education area.