The article presents the observation of modern directions in research devoted to the problem of subject and language integrated learning in the higher education system, tries to answer the question why the ideas of content and language integrated learning (CLIL), which in European scientific and educational spheres are wellknown and are actively used, do not find wide application in the system of Russian education. The author analyzes different approaches and models of interdisciplinary links in teaching professional subjects and foreign languages existing in Russian higher education.