The article describes the technology for creating a thesaurus-type dictionary for bilingual students at a technical university. The authors use the thesaurus approach to compile the dictionary. The suggested approach attracts students' motivation for studying the discipline, activates their cognitive activity, and influences the best perception of the studied material. The developed dictionary consists of 4 parts: classification, contextual, ideographic and alphabetical index. The classification part contains logical and semantic structures of topics and subtopics, the contextual part contains definitions of leading word concepts, the ideographic part is represented by a set of dictionary-conceptual articles, and the alphabetical index is an alphabetical list of all significant words that are part of the thesaurus terms. The peculiarity of the developed dictionary is its orientation to bilingual students, whose native language is Sakha. The terms of the oil and gas industry, difficult for bilingual students to understand, were translated into the Sakha language using associative words and added to the glossary of the dictionary.

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The article describes the application of CLIL technology in the implementation of the bachelor's program "Pedagogics with two majors: Foreign Language (English) and Computer Science" at the Mirny Polytechnic Institute (branch) of the M.K. Ammosov NorthEastern Federal University (MPI). The work discusses the methodological principles and peculiarities of the CLIL technology, the advantages of its implementation into the higher education system, also the major challenges that the university may encounter during its realization. The authors employ a combination of scientific and empirical methods, the central of them being the experimental one. The experiment was carried out in MPI and consisted of four stages: Prefeasibility study, Feasibility study, Implementation, Results analysis. The first stage included assessment of the human resources and technical facilities potential of the institute. The second stage concentrated on the study of the project's viability and included the analysis of the financial risks and search for funding. The third stage was connected with the implementation of the program and presented steps undertaken for the opening of the program in the institute. As a result, the viability of the program was proved and the license was obtained, necessary equipment and literature was purchased. Teaching staff attended scientific conferences and seminars on CLIL and took training courses to upgrade their knowledge of English and IT. At the moment the institute has launched the trial program for part-time students with charge and now it is ready to enrol first students to the proposed program under the state financial support.