Innovation in Language Learning
CLIL as a Motivational Approach in Military Translation Studies: Learning through Authentic Professional Materials
Iryna Lysychkina, Ivan Kozhedub Kharkiv National Air Force University (Ukraine)
Olha Lysychkina, Military Law Institute of the Yaroslav Mudryi National Law University (Ukraine)
Abstract
This paper presents the experience of applying Content and Language Integrated Learning (CLIL) in the training of future military translators and highlights the positive results of integrating language learning, translation training, and professionally relevant military content. The approach was implemented through a specially designed curriculum and manual [1] in which learning activities are based on original, authentic materials from military and security-related contexts. The CLIL-based approach places language development and translation within meaningful professional tasks that require students to analyse, interpret, discuss, and translate information relevant to their future field of activity. Working with authentic materials allows learners to acquire specialised terminology and develop linguistic and translation skills while gaining a deeper understanding of military concepts, professional communication, and the contexts in which military translators may operate. The experience of implementing the curriculum and manual has produced positive results in terms of learner engagement and motivation. Students showed greater interest in learning when they could recognise the direct professional relevance of the materials and apply their language knowledge to authentic translation and communication tasks. The use of original professional materials also encouraged more active participation and supported the development of analytical skills, professional vocabulary, and translation competence. The experience suggests that CLIL can be successfully applied in Military Translation Studies as a pedagogical framework that strengthens learner motivation by making language learning and translation training purposeful, contextualised, and directly connected to future professional activity. The findings support the value of integrating authentic professional content into the preparation of military translators and demonstrate that meaningful engagement with such content can enhance both the learning experience and the development of professional competence.
Keywords: CLIL; military translation; motivation; learner engagement; authentic materials; Language for Specific Purposes; translation training.
REFERENCES
[1] Lysychkina I., Lysychkina O. (2024). Military Translation 2.0: the National Guard of Ukraine, NATO, and FIEP: Manual. Kharkiv: National Academy of the National Guard of Ukraine. 324 p.
