This article describes the linguodidactic possibilities of CLIL technology for teaching the Russian language in the multilingual educational conditions of Kazakhstan in order to develop cognitive and communicative knowledge, skills, and abilities of a future teacher-historian using the following methods: analysis of scientific literature; monitoring the educational process; analysis of the activities of teachers and students; ascertaining, teaching, control experiments, etc.

The paper describes the results of the study, obtained during the implementation of F. Grosjean's complementarity method, a specially designed experimental program. The authors give examples of specific multilingual tasks for all four types of speech activity that they used in the teaching part of the pedagogical experiment.