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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.

Reforms and initiatives applied to the field of Russian higher education during the past decade focus particularly on extending the scope of communicative educational space and scientific fields integration. Consequently, linguistic competence contributing to significant acceleration of the processes of globalization and internationalization of the society as a whole becomes the key component of higher professional education. It is necessary to ascertain that the current system of language education in Russian universities fails to deal with the tasks in hand comprehensively. The search for more efficient didactical tools and ways of organizing teaching processes culminated in choosing the paradigm of integrated education, specifically, integration of subject knowledge and foreign language. This approach is well-renowned in scientific and educational literature as CLIL (Content and Language Integrated Learning). The major objective of the present article is to analyze the current attempts of implementing CLIL in Russian Universities through the example of Tomsk Polytechnic University. The analysis comprises the effectiveness of CLIL didactic capacity, the prerequisites for its emergence as well as needs and challenges in the system of Russian higher education and intellectual labor market. As a conclusion, we offer a systematic list of measures that tend to improve the situation.