Discourse Analysis based on Martin and Rose’s taxonomy: a case of Promote Student Discourse on the CLIL PhD Programme in Religion Philosophy

Abstract

This study is devoted to examining the introduction of the Content and Language Integrated Learning (CLIL) classes that combine the history of religion philosophy and English language education within the Ph.D. programme. New global challenges and the BRICS development require the implementation of the CLIL programmes for organizing and improving intercultural cooperation, to give it a more profound value-grounded character. In this regard, it is necessary not only to introduce the teaching of the English language but also to improve the discursive possibilities of postgraduate students, in order to promote their discussions skills. This article, written under the supervision of practicing CLIL educators, is based on the best practices of these programs and describes an example of one session in English.