A shift toward the digital distance learning due to the COVID-19 pandemic puts new demands on the teachers, and requires revision of traditional teaching methods. CLIL (Content and Language Integrated Learning) is not a new topic in pedagogy. It is represented in numerous studies of foreign researchers. In Russian pedagogy CLIL was explored mainly in the context of face-to-face education. Considering that distance learning is being implemented into the educational process, the use of CLIL in distance education provides new opportunities and difficulties both for teachers and students.The aim of this study is to reveal positive effect of implementation CLIL in distance learning, to conduct a comparative analysis of the CLIL efficiency in face-to-face learning and distance learning.The study based on the theoretical and empirical methods: analysis of the foreign and Russian scientific literature, observation, modeling and monitoring of pedagogical experiment. The results of pedagogical experiment allow us to conclude that the use of CLIL in distance learning improves both the language competencies of the students and their professional knowledge, and as a result to achieve a high level of foreign-language professional communicative competence. Finally, the study draws conclusions concerning advantages of CLIL implementation in distance education comparing with its use in face-to-face education, also the paper notes initial requirements for teachers and students to be involved in CLIL distance learning.

CLIL, distance learning, foreign language teaching, competence