This paper was designed to achieve one main goal: to explore the potential of visualized scaffolding technology as a tool for developing subject and foreign language skills in the process of content and language integrated learning (CLIL). The scientific novelty of this study lies in its development of a CLIL-based methodology utilizing visualized scaffolding for teaching English to non-linguistic students. This approach is specifically designed to integrate content and language learning and address the unique challenges and opportunities within the Russian higher education context. Unlike existing CLIL implementations, this study formulates a system that directly incorporates visualization techniques into scaffolding to enhance comprehension and retention of complex professional concepts. Furthermore, it emphasizes the customization of tasks to align with students’ current language competency and interests within such content (professional) sphere as Economic Geography, and with the help of a system of exercises and methodological recommendations for assessing students. These findings highlight the didactic possibilities of different types of visualized scaffolding (graphs, pictures, tables) in combination with language learning and professional skills development.