{"id":1607,"date":"2025-03-26T21:34:42","date_gmt":"2025-03-26T21:34:42","guid":{"rendered":"https:\/\/pf-yb.com\/?p=1607"},"modified":"2025-03-26T21:35:19","modified_gmt":"2025-03-26T21:35:19","slug":"%d0%b8%d0%bd%d1%82%d0%b5%d1%80%d0%b4%d0%b8%d1%81%d1%86%d0%b8%d0%bf%d0%bb%d0%b8%d0%bd%d0%b0%d1%80%d0%bd%d0%b8-%d0%bf%d1%80%d0%be%d0%b5%d0%ba%d1%86%d0%b8%d0%b8-%d0%bd%d0%b0-%d0%b5%d0%ba%d0%be%d0%bb","status":"publish","type":"post","link":"https:\/\/pf-yb.com\/bg\/blog\/2025\/03\/26\/%d0%b8%d0%bd%d1%82%d0%b5%d1%80%d0%b4%d0%b8%d1%81%d1%86%d0%b8%d0%bf%d0%bb%d0%b8%d0%bd%d0%b0%d1%80%d0%bd%d0%b8-%d0%bf%d1%80%d0%be%d0%b5%d0%ba%d1%86%d0%b8%d0%b8-%d0%bd%d0%b0-%d0%b5%d0%ba%d0%be%d0%bb\/","title":{"rendered":"\u0418\u041d\u0422\u0415\u0420\u0414\u0418\u0421\u0426\u0418\u041f\u041b\u0418\u041d\u0410\u0420\u041d\u0418 \u041f\u0420\u041e\u0415\u041a\u0426\u0418\u0418 \u041d\u0410 \u0415\u041a\u041e\u041b\u041e\u0413\u0418\u0427\u041d\u041e\u0422\u041e \u041e\u0411\u0420\u0410\u0417\u041e\u0412\u0410\u041d\u0418\u0415 \u0418 CLIL \u041e\u0411\u0423\u0427\u0415\u041d\u0418\u0415\u0422\u041e \u0412 \u041d\u0410\u0427\u0410\u041b\u041d\u0410 \u0423\u0427\u0418\u041b\u0418\u0429\u041d\u0410 \u0421\u0422\u0415\u041f\u0415\u041d \u0410\u043d\u043d\u0430 \u041b\u044e\u0431\u043e\u043c\u0438\u0440\u043e\u0432\u0430 \u0410\u0440\u043d\u0430\u0443\u0434\u043e\u0432\u0430-\u041e\u0442\u0443\u0437\u0431\u0438\u0440\u043e\u0432\u0430 INTERDISCIPLINARY PROJECTIONS OF ENVIRONMENTAL EDUCATION AND CLIL IN THE PRIMARY CLASSROOM Anna Lyubomirova Arnaudova-Otouzbirova"},"content":{"rendered":"

<\/em><\/strong>:<\/em><\/strong> In the last twenty years, there have been significant changes in education aimed at the implementation of the interdisciplinary approach in education. The advantages and challenges associated with this approach have been the subject of numerous publications. The present theoretical study defines the essential characteristics of CLIL and of environmental education in the context of interdisciplinarity. Basic normative documents in the field of education at European and national level are considered, as well as the school curricula in the field of natural sciences and the study of English as a foreign language in primary school. Finally, some basic conclusions and generalisations are arrived at, reflecting the potential for application of the interdisciplinary approach for building knowledge, skills and competences necessary for life in contemporary society.<\/p>\n

\u041a\u043b\u044e\u0447\u043e\u0432\u0438 \u0434\u0443\u043c\u0438:<\/em><\/strong> interdisciplinarity, CLIL, environmental education, primary school<\/p>\n

\n

\u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<\/strong><\/p>\n

\u0418\u0432\u0430\u043d\u043e\u0432, \u0418.<\/strong> (2010). \u0418\u043d\u0442\u0435\u0440\u043a\u0443\u043b\u0442\u0443\u0440\u043d\u043e \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435 \u0437\u0430 \u0443\u0441\u0442\u043e\u0439\u0447\u0438\u0432\u043e \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435. \u0418\u043d\u043e\u0432\u0430\u0446\u0438\u0438 \u0432 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435\u0442\u043e. <\/em>\u0428\u0443\u043c\u0435\u043d: \u0424\u0430\u0431\u0435\u0440, 42 \u2013 57.<\/p>\n

\u0422\u0430\u043a\u0430\u043b\u0430, \u0421.<\/strong> (2000). \u0411\u044a\u0434\u0435\u0449\u0438 \u0441\u0446\u0435\u043d\u0430\u0440\u0438\u0438 \u0437\u0430 \u0441\u044a\u0434\u044a\u0440\u0436\u0430\u0442\u0435\u043b\u043d\u043e-\u0435\u0437\u0438\u043a\u043e\u0432\u043e \u0438\u043d\u0442\u0435\u0433\u0440\u0438\u0440\u0430\u043d\u043e \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435 (\u0421\u0415\u0418\u041e). \u0427\u0443\u0436\u0434\u043e\u0435\u0437\u0438\u043a\u043e\u0432\u043e \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435<\/em>, 2<\/em>, 21 \u2013 25. \u041c\u0438\u043d\u0438\u0441\u0442\u0435\u0440\u0441\u0442\u0432\u043e \u043d\u0430 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435\u0442\u043e \u0438 \u043d\u0430\u0443\u043a\u0430\u0442\u0430.<\/p>\n

\u0428\u043e\u043f\u043e\u0432, \u0422.<\/strong> (2013). \u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430 \u043d\u0430 \u0435\u0437\u0438\u043a\u0430. \u041d\u0430\u0440\u044a\u0447\u043d\u0438\u043a \u043f\u043e \u043a\u043e\u043c\u0443\u043d\u0438\u043a\u0430\u0442\u0438\u0432\u043d\u043e \u043f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u043d\u0435 \u0438 \u0443\u0447\u0435\u043d\u0435 \u043d\u0430 \u0430\u043d\u0433\u043b\u0438\u0439\u0441\u043a\u0438 \u0435\u0437\u0438\u043a.<\/em> \u0421\u043e\u0444\u0438\u044f: \u0421\u0432. \u041a\u043b\u0438\u043c\u0435\u043d\u0442 \u041e\u0445\u0440\u0438\u0434\u0441\u043a\u0438.<\/p>\n

Applebee, A. N., Adler, M. and Flihan, S.<\/strong> (2007). Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction. American Educational Research Journal, <\/em>44 (4), 1002-1039.<\/p>\n

Banegas, D. L.<\/strong> (2014). An Investigation into CLIL-Related Sections of EFL Coursebooks: Issues of CLIL Inclusion in the Publishing Market. International Journal of Bilingual Education and Bilingualism<\/em>, 17 (3), 345-359.<\/p>\n

Dalton-Puffer, C.<\/strong> (2008). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research From Europe. In: Delanoy, W. and Volkmann, L. (eds.) Future Perspectives for English Language Teaching<\/em>. Heidelberg: Carl Winter, 139-157.<\/p>\n

Dalton-Puffer, C.<\/strong> (2011). Content-and-Language Integrated Learning: from Practice to Principles? Annual Review of Applied Linguistics<\/em>, 31, 182-204.<\/p>\n

Dalton-Puffer, C. and Smit, U.<\/strong> (2007). Empirical Perspectives on CLIL Classroom Discourse<\/em>. Franktfurt: Peter Lang Publishers.<\/p>\n

De Zarobe, Y. R.<\/strong> (2013). CLIL Implementation: from Policy-Makers to Individual Initiatives. International Journal of Bilingual Education and Bilingualism<\/em>, 16 (3), 231-243.<\/p>\n

Doiz, \u0410., Lasagabaster, D., and Sierra, J. M.<\/strong> (2014). CLIL and Motivation: the Effect of Individual and Contextual Variables. The Language Learning Journal<\/em>, 42 (2), 209-224.<\/p>\n

Gerke, A. G.<\/strong> (2017). Interdisciplinary Education in the Elementary Curriculum: Exploring Teacher Perceptions and Practices<\/em>. University of Toronto.<\/p>\n

Harvie, J.<\/strong> (2020). Interdisciplinary Learning: Addressing the Implementation Gap. Scottish Educational Review<\/em>, 52(2), 48-70.<\/p>\n

Holtzer, A., Gillet, D. and Laperrouza, M.<\/strong> (2018). Active Interdisciplinary Learning in a Design Thinking Course: Going to Class for a Reason. Proceedings of IEEE TALE.<\/p>\n

Lasagabaster, D.<\/strong> (2011). English Achievement and Student Motivation in CLIL and EFL Settings. Innovation in Language Learning and Teaching<\/em>, 5(1), 3-18.<\/p>\n

Marsh, D.<\/strong> (2002). CLIL\/EMILE in Europe: Emergence 1958 \u2013 2002. In: Marsh, D. (ed.), CLIL\/EMILE The European Dimension: Actions, Trends and Foresight Potential<\/em>. Finland. Available at: https:\/\/jyx.jyu.fi\/dspace\/bitstream\/handle\/123456789\/47616\/david_marsh-report.pdf?sequence =1<\/p>\n

Mehisto, P., Marsh, D. and Frigols, M. J.<\/strong> (2008). Uncovering CLIL<\/em>: Content and Language Integrated Learning in Bilingual and Multilingual Education<\/em>. Oxford: Macmillan Publishers Limited.<\/p>\n

Rodr\u00edguez, M. G.<\/strong> (2017). Is soft-CLIL the Solution to Spaniards’ Low Level in English? A suggested planning model. Verbeia Monogr\u00e1fico A\u00f1o I<\/em>, 1, 125-142.<\/p>\n

Segura, M., Roquet, H. and Bar\u00f3n, J.<\/strong> (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft Content and Language Integrated Learning. English Language Teaching<\/em>, 14 (10), 1-22.<\/p>\n

Spelt, E. H. J., Biemans, H. J. A., Tobi, H., Luning, P. A. and Mulder, M.<\/strong> (2009). Teaching and Learning in Interdisciplinary Higher Education: a Systematic Review. Educational Psychology Review<\/em>, 21 (4), 365-378.<\/p>\n

Stants, N. B.<\/strong> (2014). Humane Education and Education for Sustainable Development: Initiatives with Common Goals. In: Jalongo, M. R. (ed.). Teaching Compassion: Humane Education in Early Childhood. <\/em>New York, London: Springer, 76-73.<\/p>\n

Stokes, E., Edge, A. and West, A.<\/strong> (2001) Environmental education in the educational systems of the European Union: Synthesis Report April 2001, 31 pages. Available at: https:\/\/ibdigital.uib.es\/greenstone\/collect\/cd2\/import\/ue\/ue0002.pdf<\/p>\n

Styron, R. A.<\/strong> (2013). Interdisciplinary Education: a Reflection of the Real World. Systemics, Cybernetics and Informatics<\/em>, 11(9), 47-52.<\/p>\n

Urmeneta, C.E.<\/strong> (2019). An Introduction to Content and Language Integrated Learning
\n(CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in
\nPlurilingual and Pluricultural Education, 2<\/em>(1), 7-19.<\/p>\n

 <\/p>\n

\u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<\/strong><\/p>\n

Applebee, A.<\/strong> N., Adler, M. and Flihan, S.<\/strong> (2007). Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction. American Educational Research Journal, <\/em>44 (4), 1002-1039.<\/p>\n

Banegas, D. L.<\/strong> (2014). An Investigation into CLIL-Related Sections of EFL Coursebooks: Issues of CLIL Inclusion in the Publishing Market. International Journal of Bilingual Education and Bilingualism<\/em>, 17 (3), 345-359.<\/p>\n

Dalton-Puffer, C.<\/strong> (2008). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research From Europe. In: Delanoy, W. and Volkmann, L. (eds.) Future Perspectives for English Language Teaching<\/em>. Heidelberg: Carl Winter, 139-157.<\/p>\n

Dalton-Puffer, C.<\/strong> (2011). Content-and-Language Integrated Learning: from Practice to Principles? Annual Review of Applied Linguistics<\/em>, 31, 182-204.<\/p>\n

Dalton-Puffer<\/strong>, <\/strong>C. and Smit, U.<\/strong> (2007). Empirical Perspectives on CLIL Classroom Discourse<\/em>. Franktfurt: Peter Lang Publishers.<\/p>\n

De Zarobe, Y. R.<\/strong> (2013). CLIL Implementation: from Policy-Makers to Individual Initiatives. International Journal of Bilingual Education and Bilingualism<\/em>, 16 (3), 231-243.<\/p>\n

Doiz, \u0410., Lasagabaster, <\/strong>D., and<\/strong> Sierra<\/strong>, J. M.<\/strong> (2014). CLIL and Motivation: the Effect of Individual and Contextual Variables. The Language Learning Journal<\/em>, 42 (2), 209-224.<\/p>\n

Gerke, A. G.<\/strong> (2017). Interdisciplinary Education in the Elementary Curriculum: Exploring Teacher Perceptions and Practices<\/em>. University of Toronto.<\/p>\n

Harvie, J.<\/strong> (2020). Interdisciplinary Learning: Addressing the Implementation Gap. Scottish Educational Review<\/em>, 52(2), 48-70.<\/p>\n

Holtzer, A., Gillet, D. and Laperrouza, M.<\/strong> (2018). Active Interdisciplinary Learning in a Design Thinking Course: Going to Class for a Reason. Proceedings of IEEE TALE.<\/p>\n

Ivanov, I.<\/strong> (2010). Interkulturno obrazovanie za ustoychivo razvitie. <\/em>Inovatsii v obrazovanieto. Shumen: Faber, 42 \u2013 57.<\/p>\n

Lasagabaster<\/strong>, D.<\/strong> (2011). English Achievement and Student Motivation in CLIL and EFL Settings. Innovation in Language Learning and Teaching<\/em>, 5(1), 3-18.<\/p>\n

Marsh, D.<\/strong> (2002). CLIL\/EMILE in Europe: Emergence 1958 \u2013 2002. In: Marsh, D. (ed.), CLIL\/EMILE The European Dimension<\/em>: <\/em>Actions, Trends and Foresight Potential<\/em>. Finland. Available at: https:\/\/jyx.jyu.fi\/dspace\/bitstream\/handle\/123456789\/47616\/david_marsh-report.pdf?sequence =1<\/p>\n

Mehisto, P., Marsh, D. and Frigols, M. J.<\/strong> (2008). Uncovering CLIL<\/em>: Content and Language Integrated Learning in Bilingual and Multilingual Education<\/em>. Oxford: Macmillan Publishers Limited.<\/p>\n

Rodr\u00edguez, M. G.<\/strong> (2017). Is soft-CLIL the Solution to Spaniards’ Low Level in English? A suggested planning model. Verbeia Monogr\u00e1fico A\u00f1o I<\/em>, 1, 125-142.<\/p>\n

Segura, M., Roquet, H. and Bar\u00f3n, J.<\/strong> (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft Content and Language Integrated Learning. English Language Teaching<\/em>, 14 (10), 1-22.<\/p>\n

Shopov, T.<\/strong> (2013). Pedagogika na ezika. Narachnik po komunikativno prepodavane i uchene na angliyski ezik.<\/em> Sofia: Sv. Kliment Ohridski.<\/p>\n

Spelt<\/strong>, <\/strong>E. H. J., Biemans, H. J. A., Tobi, H., Luning, P. A. and Mulder, M.<\/strong> (2009). Teaching and Learning in Interdisciplinary Higher Education: a Systematic Review. Educational Psychology Review<\/em>, 21 (4), 365-378.<\/p>\n

Stants, N. B.<\/strong> (2014). Humane Education and Education for Sustainable Development: Initiatives with Common Goals. In: Jalongo, M. R. (ed.). Teaching Compassion: Humane Education in Early Childhood. <\/em>New York, London: Springer, 76-73.<\/p>\n

Stokes, E., Edge, A. and West, A<\/strong>.<\/strong> (2001) Environmental education in the educational systems of the European Union: Synthesis Report April 2001, 31 pages. Available at: https:\/\/ibdigital.uib.es\/greenstone\/collect\/cd2\/import\/ue\/ue0002.pdf<\/p>\n

Styron, R. A.<\/strong> (2013). Interdisciplinary Education: a Reflection of the Real World. Systemics, Cybernetics and Informatics<\/em>, 11(9), 47-52.<\/p>\n

Takala, S.<\/strong> (2000). Badeshti stsenarii za sadarzhatelno-ezikovo integrirano obuchenie (SEIO). Chuzhdoezikovo obuchenie<\/em>, 2, 21 \u2013 25. Ministerstvo na obrazovanieto i naukata.<\/p>\n

Urmeneta<\/strong>, <\/strong>C<\/strong>.<\/strong>\u0415<\/strong>.<\/strong> (2019). An Introduction to Content and Language Integrated Learning
\n(CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in
\nPlurilingual and Pluricultural Education, 2<\/em>(1), 7-19.<\/p>\n

 <\/p>\n

\u0414\u0440\u0443\u0433\u0438 \u043f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0438 \u0438 \u0434\u043e\u043a\u0443\u043c\u0435\u043d\u0442\u0438<\/strong><\/p>\n

\u0414\u043e\u043a\u043b\u0430\u0434 \u0437\u0430 \u0438\u0437\u043f\u044a\u043b\u043d\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u043f\u043b\u0430\u043d\u0430 \u0437\u0430 \u0434\u0435\u0439\u0441\u0442\u0432\u0438\u0435 \u201e\u041d\u0430\u0441\u044a\u0440\u0447\u0430\u0432\u0430\u043d\u0435 \u043d\u0430 \u0447\u0443\u0436\u0434\u043e\u0435\u0437\u0438\u043a\u043e\u0432\u043e\u0442\u043e \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435 \u0438 \u0435\u0437\u0438\u043a\u043e\u0432\u043e\u0442\u043e \u043c\u043d\u043e\u0433\u043e\u043e\u0431\u0440\u0430\u0437\u0438\u0435\u201c<\/strong> {SEC(2007)1222}, \u041a\u043e\u043c\u0438\u0441\u0438\u044f \u043d\u0430 \u0435\u0432\u0440\u043e\u043f\u0435\u0439\u0441\u043a\u0438\u0442\u0435 \u043e\u0431\u0449\u043d\u043e\u0441\u0442\u0438, \u0411\u0440\u044e\u043a\u0441\u0435\u043b, 25.9.2007 \u0433. \u0414\u043e\u0441\u0442\u044a\u043f\u0435\u043d \u043d\u0430: https:\/\/eur-lex.europa.eu\/legal-content\/BG\/ALL\/?uri=CELEX%3A52007DC0554<\/p>\n

\u041d\u0430\u0440\u0435\u0434\u0431\u0430 \u2116 2 \u043e\u0442 18.05.2000 \u0433. \u0437\u0430 \u0443\u0447\u0435\u0431\u043d\u043e\u0442\u043e \u0441\u044a\u0434\u044a\u0440\u0436\u0430\u043d\u0438\u0435<\/strong>, \u043e\u0442\u043c. \u0414\u0412, \u0431\u0440. 95 \u043e\u0442 8 \u0434\u0435\u043a\u0435\u043c\u0432\u0440\u0438 2015 \u0433. \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/lex.bg\/laws\/ldoc\/-549428735<\/p>\n

\u041d\u0430\u0440\u0435\u0434\u0431\u0430 \u2116 13 \u0437\u0430 \u0433\u0440\u0430\u0436\u0434\u0430\u043d\u0441\u043a\u043e\u0442\u043e, \u0437\u0434\u0440\u0430\u0432\u043d\u043e\u0442\u043e, \u0435\u043a\u043e\u043b\u043e\u0433\u0438\u0447\u043d\u043e\u0442\u043e \u0438 \u0438\u043d\u0442\u0435\u0440\u043a\u0443\u043b\u0442\u0443\u0440\u043d\u043e\u0442\u043e \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435<\/strong> \u043e\u0442 21 \u0441\u0435\u043f\u0442\u0435\u043c\u0432\u0440\u0438 2016 \u0433. \u0441 \u0438\u0437\u043c\u0435\u043d\u0435\u043d\u0438\u044f \u0438\u00a0 \u0434\u043e\u043f\u044a\u043b\u043d\u0435\u043d\u0438\u044f \u0432 \u0414\u0412, \u0431\u0440. 75\u00a0\u043e\u0442 1 \u0441\u0435\u043f\u0442\u0435\u043c\u0432\u0440\u0438 2023 \u0433. \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/lex.bg\/en\/laws\/ldoc\/2136914662<\/p>\n

\u041d\u0430\u0446\u0438\u043e\u043d\u0430\u043b\u043d\u0430\u0442\u0430 \u043a\u0432\u0430\u043b\u0438\u0444\u0438\u043a\u0430\u0446\u0438\u043e\u043d\u043d\u0430 \u0440\u0430\u043c\u043a\u0430 \u043d\u0430 \u0420\u0435\u043f\u0443\u0431\u043b\u0438\u043a\u0430 \u0411\u044a\u043b\u0433\u0430\u0440\u0438\u044f,<\/strong> \u043f\u0440\u0438\u0435\u0442\u0430 \u0441 \u0420\u041c\u0421 \u2116 96 \u043e\u0442 02.02.2012 \u0433. \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.navet.government.bg\/bg\/media\/NQF_bg.pdf<\/p>\n

\u041f\u0440\u0435\u043f\u043e\u0440\u044a\u043a\u0430 \u043d\u0430 \u0421\u044a\u0432\u0435\u0442\u0430 \u043e\u0442 22 \u043c\u0430\u0439 2019 \u0433\u043e\u0434\u0438\u043d\u0430 \u043e\u0442\u043d\u043e\u0441\u043d\u043e \u0432\u0441\u0435\u043e\u0431\u0445\u0432\u0430\u0442\u0435\u043d \u043f\u043e\u0434\u0445\u043e\u0434 \u043a\u044a\u043c \u043f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u043d\u0435\u0442\u043e \u0438 \u0438\u0437\u0443\u0447\u0430\u0432\u0430\u043d\u0435\u0442\u043e \u043d\u0430 \u0435\u0437\u0438\u0446\u0438<\/strong> (2019\/C 189\/03). \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/eur-lex.europa.eu\/legal-content\/BG\/TXT\/PDF\/?uri=CELEX:32019H0605(02)<\/p>\n

\u0421\u0442\u0440\u0430\u0442\u0435\u0433\u0438\u0447\u0435\u0441\u043a\u0430 \u0440\u0430\u043c\u043a\u0430 \u0437\u0430 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435 \u043d\u0430 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435\u0442\u043e, \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435\u0442\u043e \u0438 \u0443\u0447\u0435\u043d\u0435\u0442\u043e \u0432 \u0420\u0435\u043f\u0443\u0431\u043b\u0438\u043a\u0430 \u0411\u044a\u043b\u0433\u0430\u0440\u0438\u044f (2021 \u2013 2030),<\/strong> \u043f\u0440\u0438\u0435\u0442\u0430 \u0441 \u0440\u0435\u0448\u0435\u043d\u0438\u0435 \u043d\u0430 \u041c\u0438\u043d\u0438\u0441\u0442\u0435\u0440\u0441\u043a\u0438 \u0441\u044a\u0432\u0435\u0442 \u043e\u0442 24.02.2021 \u0433., \u043f\u0443\u0431\u043b\u0438\u043a\u0443\u0432\u0430\u043d\u0430 \u043d\u0430 11.03.2021 \u0433. \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.navet.government.bg\/bg\/media\/strategicheska-ramka_obrobuuchene_110321-1.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0430\u043d\u0433\u043b\u0438\u0439\u0441\u043a\u0438 \u0435\u0437\u0438\u043a \u0437\u0430 <\/strong>II<\/strong> \u043a\u043b\u0430\u0441. <\/strong>\u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.mon.bg\/nfs\/2018\/01\/up_2kl_ae_zp.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0430\u043d\u0433\u043b\u0438\u0439\u0441\u043a\u0438 \u0435\u0437\u0438\u043a \u0437\u0430 <\/strong>III<\/strong> \u043a\u043b\u0430\u0441.<\/strong> \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.mon.bg\/nfs\/2018\/01\/up_ae_3kl.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0430\u043d\u0433\u043b\u0438\u0439\u0441\u043a\u0438 \u0435\u0437\u0438\u043a \u0437\u0430 <\/strong>IV<\/strong> \u043a\u043b\u0430\u0441.<\/strong> \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.mon.bg\/nfs\/2018\/01\/up2_ae_zp_4kl.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0440\u043e\u0434\u0438\u043d\u043e\u0437\u043d\u0430\u043d\u0438\u0435 \u0437\u0430 <\/strong>I<\/strong> \u043a\u043b\u0430\u0441.<\/strong> \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430 https:\/\/www.mon.bg\/nfs\/2021\/01\/rodinoznanie_1kl-070121.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0440\u043e\u0434\u0438\u043d\u043e\u0437\u043d\u0430\u043d\u0438\u0435 \u0437\u0430 <\/strong>II<\/strong> \u043a\u043b\u0430\u0441.<\/strong> \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430 https:\/\/www.mon.bg\/nfs\/2022\/01\/rodinoznanie_2kl-100122.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0447\u043e\u0432\u0435\u043a\u044a\u0442 \u0438 \u043e\u0431\u0449\u0435\u0441\u0442\u0432\u043e\u0442\u043e \u0437\u0430 <\/strong>III<\/strong> \u043a\u043b\u0430\u0441.<\/strong> \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.mon.bg\/nfs\/2018\/01\/up_chobshtestvoto_3kl.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0447\u043e\u0432\u0435\u043a\u044a\u0442 \u0438 \u043e\u0431\u0449\u0435\u0441\u0442\u0432\u043e\u0442\u043e \u0437\u0430 <\/strong>IV<\/strong> \u043a\u043b\u0430\u0441<\/strong>. \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.mon.bg\/nfs\/2018\/01\/up10_cho_zp_4kl.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0447\u043e\u0432\u0435\u043a\u044a\u0442 \u0438 \u043f\u0440\u0438\u0440\u043e\u0434\u0430\u0442\u0430 \u0437\u0430 <\/strong>III<\/strong> \u043a\u043b\u0430\u0441. https:\/\/www.mon.bg\/nfs\/2018\/01\/up_chprirodata_3kl.pdf<\/p>\n

\u0423\u0447\u0435\u0431\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u043f\u043e \u0447\u043e\u0432\u0435\u043a\u044a\u0442 \u0438 \u043f\u0440\u0438\u0440\u043e\u0434\u0430\u0442\u0430 \u0437\u0430 <\/strong>IV<\/strong> \u043a\u043b\u0430\u0441.<\/strong> \u0414\u043e\u0441\u0442\u044a\u043f\u043d\u0430 \u043d\u0430: https:\/\/www.mon.bg\/nfs\/2018\/01\/up11_chp_zp_4kl.pdf<\/p>\n

Eurydice <\/strong>(2006). Content and Language Integrated Learning (CLIL) at School in Europe, Brussels. Available at: http:\/\/www.indire.it\/lucabas\/lkmw_file\/eurydice\/CLIL_EN.pdf<\/p>\n

OECD <\/strong>Future of Education and Skills 2030. Conceptual Learning Framework: Knowledge for 2030, (2019) Available at: https:\/\/www.oecd.org\/content\/dam\/oecd\/en\/about\/projects\/edu\/education-2040\/concept-notes\/Knowledge_for_2030_concept_note.pdf<\/p>\n

Promoting Language Learning and Linguistic Diversity: An Action Plan 2004<\/strong> -<\/strong> 2006<\/strong> (2003) European Commission, Brussels. Available at: https:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/b3225824-b016-42fa-83f6-43d9fd2ac96d<\/p>\n

Report on the implementation of the Action Plan “Promoting language learning and linguistic diversity”<\/strong> (2007) Available at: https:\/\/www.eumonitor.eu\/9353000\/1\/j4nvhdfcs8bljza_j9vvik7m1c3gyxp\/vikqhlskeyzb<\/p>\n

White Paper on Education and Training \u2013 Teaching and Learning \u2013 Towards the Learning Society<\/strong> (1995). European Commission, Brussels. Available at: https:\/\/op.europa.eu\/en\/publication-detail\/-\/publication\/d0a8aa7a-5311-4eee-904c-98fa541108d8\/language-en<\/p>\n

 <\/p>\n

\u041a\u043e\u043d\u0442\u0430\u043a\u0442\u0438:<\/strong><\/p>\n

\u0434\u043e\u0446. Anna Lyubomirova Arnaudova-Otouzbirova<\/strong>,<\/em> \u0434-\u0440<\/em><\/p>\n

\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438 \u0444\u0430\u043a\u0443\u043b\u0442\u0435\u0442<\/p>\n

Trakia University \u2013 Stara Zagora, Bulgaria<\/p>\n

\u0435-mail: anna.arnaudova@trakia-uni.bg<\/p>\n

\n

\"\"04. Anna Arnaudova-Otouzbirova<\/a><\/p>","protected":false},"excerpt":{"rendered":"

Abstract: In the last twenty years, there have been significant changes in education aimed at the implementation of the interdisciplinary approach in education. The advantages and challenges associated with this approach have been the subject of numerous publications. The present theoretical study defines the essential characteristics of CLIL and of environmental education in the context [\u2026]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[150],"tags":[185],"_links":{"self":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1607"}],"collection":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/comments?post=1607"}],"version-history":[{"count":2,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1607\/revisions"}],"predecessor-version":[{"id":1610,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1607\/revisions\/1610"}],"wp:attachment":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/media?parent=1607"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/categories?post=1607"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/tags?post=1607"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}