Proceedings of the International scientific and practical conference ―Science in the Era of Globalization‖ (May 22-24, 2026) / Publisher website: www.naukainfo.com. - Zurich, Switzerland, 2026. - 353 p.

188 Tools for Language Integration To operationalize motivational attitudes into specific linguistic results, a diversified methodological and technological toolkit is necessary. This role can be provided by technological tools and digital platforms, gaming and interactive tools, social tools (support environment), and everyday and contextual tools (experiential learning). Language Integration Methods Pedagogical methods are strategic, theoretically grounded approaches that define the overall architecture of the educational process and the nature of interaction between educational participants. Immersion Method and CLIL Methodology This approach is based on the rejection of the isolated study of linguistic theory in favor of mastering language as a tool for understanding subject areas. - CLIL (Content and Language Integrated Learning): a didactic model in which academic disciplines (mathematics, natural science, physical education, and the arts) are taught in the target language. Semantization of linguistic units occurs through the use of subject knowledge. For example, geometric concepts are learned directly through drawing and measuring, which links the word to a specific praxeological concept. - Soft immersion (Submersion with support): controlled inclusion of a child in a regular classroom in the host country with mandatory latent supports—the right to use electronic dictionaries, express translation systems, and periodic access to an intercultural assistant [3]. Language Bridge Method (Translanguaging / Translinguism) A modern linguodidactic paradigm officially recommended for implementation by education ministries in several European countries. This method rejects rigid purism and the principle of exclusive use of the target language in the classroom. The essence of the method: students are explicitly allowed to simultaneously mobilize their entire available plurilingual repertoire. While solving a learning problem, they are allowed to engage in inner speech, take notes, and create mind maps in their native (Ukrainian) language. However, the final product (presentation,