Content and language integrated learning (CLIL) approach has become very popular in educational environment at non-linguistic Universities. This approach is focused on developing professional competencies and studying the main subjects of the curriculum in a foreign language learnt by the students. On the other hand teaching a Foreign Language for Specific Purposes (LSP) implies the development of foreign language communicative competences connected with a future profession of a learner and consequently the perfection of professional competencies. These didactical approaches are supposed to have some common sides as well as probable discrepancies. Some issues of both approaches, their correlation in teaching practice in addition to the theoretical and practical differences are considered. The interdependence of students' language and vocational skills development level is examined. The advantages of both approaches are mentioned. The experience of teaching students in the domain of Law is focused on.