The aim of the given study is to examine the use of inserted clauses in the legal discourse and their unique role in this speech genre.  The investigation of the topic is conducted in line with the principles of Functional Discourse Grammar. In the course of analysis we apply the theory of speech acts, namely performatives, the fundamental tenets of which permit to view the specific combination of shall+inserted clause as a particular feature of legal discourse.  These overcomplicated grammatical structures are shown to fulfill the immediate function of performatives, that of enacting legal acts and doing things in the pragmatic sense of word, to the full extent.

The present paper presents teaching experience and observations in CLIL implementation of the countries that about forty years ago shared a common vision of how to teach foreign languages at the tertiary level, but since then have developed their education policies separately. The article suggests the analysis (based on the experimental activities) of Content and Language Integrated Learning (CLIL) from the perspectives of universities of two countries - Russia and Armenia. The analysis was carried out by means of an observation tool for CLIL teaching in Tomsk Polytechnic and Yerevan State Universities. In the overview the authors make the attempt to collect the general theoretical principles and concepts of CLIL, match them with the real classroom data that they have, analyze it and conclude what improvement is needed and what measures are eligible for the national educational context of both countries. The article data do not pretend to overview all the aspects of university language teaching, because they are different in the countries, they reflect to a certain extent the national teaching experience and relate it to the theoretical and practical issues of CLIL and ESP education.