The primary objective of this study is to share our experience in teaching economic disciplines at a regional university in the Republic of Kazakhstan using CLIL methodology. Our limited experience in teaching economics in English has demonstrated that, despite various challenges in implementing CLIL teaching, it is possible to achieve specific learning goals. We believe that the use of CLIL methodology in universities expands students' horizons, enhances their language skills, and, most importantly, motivates them to pursue further study and improve their English language proficiency. Our first experience teaching a discipline in English presented several challenges. Preparation for each lesson proved to be time-consuming, as we had to thoroughly review the material independently and with the assistance of teachers from the Department of Foreign Languages. Additionally, a significant amount of time was dedicated to reviewing written assignments and justifying grades. Conducting classes in English demanded constant dynamism from us as teachers, as maintaining the continuous engagement of the students was more challenging compared to similar classes conducted in Russian. Throughout the course, students recorded economic definitions and terms in their dictionaries to provide a linguistic and conceptual framework.

content and language integrated learning, teaching methods, tertiary education, cross-curricular connections, language skills.