American Journal Of Philological Sciences
101
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue02 2025
PAGE NO.
101-103
10.37547/ajps/Volume05Issue02-29
CLIL technology in multilingual education and training
of competitive personnel
Rejapova Naima Berdiyerovna
Nordic International University, Senior Lecturer, Department of “Foreign Languages”, Uzbekistan
Received:
21 December 2024;
Accepted:
23 January 2025;
Published:
25 February 2025
Abstract:
Currently, almost all areas of a person's professional activity require knowledge of a foreign language,
and its level of knowledge should be as high as possible. This article discusses Content and Language Integrated
Learning (CLIL) educational technologies as the most effective way to improve the level of knowledge of foreign
languages in non-linguistic universities. This method is becoming increasingly popular due to the increasing need
to improve the quality of language teaching to university students, because The article also studies the features
of science and language integrated education in non-linguistic universities, information technologies that serve
for the successful implementation of this method.
Keywords:
Science and language integrated education, professionally oriented subjects, non-linguistic
universities, CLIL technology, high qualification, foreign language teaching.
Introduction:
In the modern world, due to the rapid
development of technology, globalization of the
economy and increased competition in the labor
market, the requirements for graduates of higher
education are increasing. Nowadays, in the conditions
of social dynamics, there is a growing need for highly
qualified specialists who possess not only professional
skills, but also a broad outlook, adaptability and
intercultural communication. One of the main factors
increasing the importance and demand for specialists
in the labor market is knowledge of one or more foreign
languages. This becomes especially relevant in the
context of international cooperation and integration.
High-level knowledge of a foreign language creates
great opportunities for students for professional
growth and development. It opens up access to global
information, allows them to participate in international
projects, work with foreign partners, and even move
abroad to work or continue their studies. However, to
achieve a truly high-quality level of language
proficiency, effective teaching methods are needed
that take into account the specifics of the modern
educational process. The introduction of innovative
pedagogical methods and technologies contributes in
many ways to success in high-quality learning of foreign
languages. One of such promising technologies is
Content and Language Integrated Learning (CLIL). This
technology combines the study of specialized subjects
with the acquisition of a foreign language, which brings
the learning process closer to practical and real-life
situations. CLIL allows students not only to develop
language skills, but also to deepen their knowledge in
the professional field, using language as a means of
receiving and transmitting information. With this
approach to teaching, both the subject of study and the
foreign language are studied at the same time. At the
same time, the foreign language is perceived as a tool
for studying other subjects.
METHODOLOGY
When using the CLIL method, two goals are set: a
specialized subject is studied using a foreign language,
and a foreign language, in turn, is studied through the
subject being taught. Integrated teaching of the subject
is not an easy process and has several different models
through which this method is implemented in the
educational process. Thus, experts highlight 3 models
of teaching, which differ from each other in the degree
of intensity of the use of a foreign language in the
process of learning a subject.
1) Multilingual education. In this model, several
languages are used in different courses and in different
subjects. It should be noted that a student who knows
several languages has an advantage in professional
American Journal Of Philological Sciences
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American Journal Of Philological Sciences (ISSN
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knowledge. This model is considered a rather
prestigious form of education.
2) Integrated teaching of science and language.
Language teaching is carried out in parallel with the
teaching of subjects, with the main emphasis on
developing knowledge and skills in using language to
support higher-level thinking processes.
3) Language-supporting subjects. Specialized curricula
are designed from the perspective of developing
language skills. Even students who are not fluent in the
language of instruction are supported throughout the
learning process, which allows them to master both the
subject and the foreign language being studied. [1]
Modern researchers divide CLIL into "hard" and "soft".
"Hard" CLIL means that any subject can be taught in a
foreign language. During such classes, students can
study chemistry, geometry, history, economics, and
other subjects in a foreign language. "Soft" CLIL is more
likely to be used in foreign language classes at the
university. Materials from other subjects are also used
to improve students' knowledge and skills in a foreign
language. The main feature of integrated subject-
language education is that it allows students to get
acquainted with the experience of foreign specialists in
a particular field of science. [2]
DISCUSSION AND RESULTS
The advantages of using CLIL technology are as follows.
Students are fully immersed in the natural language
environment of the foreign language they are learning,
while also having the opportunity to get acquainted
with its culture and features. Also, by working on
various topics, students can learn various language
expressions and constructions. The vocabulary is
expanded with terms related to the subject, which
makes it much easier for the student to apply the
knowledge gained. The teacher is tasked with correctly
determining the level of readiness of students to
master subjects in a foreign language.
When using CLIL technology, students' interest in
learning foreign languages increases, since the
language provides wide access to new information, in
particular, to original sources of foreign specialists in a
particular field of professional activity. At the same
time, students can freely master the necessary
scientific terminology, which subsequently lays the
foundation for their becoming specialists with a high
level of professional training.
Despite the advantages of this technique, there are also
some disadvantages. Among them, it is worth noting
the lack of necessary knowledge in a particular subject
among foreign language teachers, since they may not
have a special professional vocabulary due to their
education as a foreign language teacher. Also, a subject
teacher may not know a foreign language himself.[3]
Experts say that it is best to use the CLIL approach when
working with students whose level of knowledge of a
foreign language is not lower than the average level,
otherwise knowledge of a foreign language will not be
enough to master the subject, which will reduce the
cognitive activity and motivation of students. Students
can use a foreign language for various purposes:
communication, online and offline communication,
oral and written speech, where the most important skill
is reading real texts containing thematic, academic and
colloquial vocabulary, phrases and expressions. This
helps to improve the speaking skills of students of non-
linguistic universities.[4]
Teaching using CLIL technologies will be successful if
teachers can maintain a balance between teaching the
language and the subject, do not neglect the content
and goals of language learning, and do not overload
students with the content of the course. For teachers
using the CLIL system in non-linguistic universities, it is
important not only to have a high level of knowledge of
the foreign language, but also to be competent in the
subjects that are oriented to the profession in which
the language is taught, which requires constant
cooperation with subject teachers or independent in-
depth mastery of the subject.[5]
It should be noted that CLIL technology makes the
learning process as natural as possible; the main
motivating force for learning a foreign language is the
student's interest in the subject chosen for professional
purposes.
Of course, subject-language integrated teaching is
promising and has great didactic potential, allowing to
improve the language preparation of students in non-
linguistic specialties.
CONCLUSION
In conclusion, it can be noted that the relevance of
using CLIL technologies in a non-linguistic university is
associated with the growth of the role of multilingual
space in the professional environment, the active
establishment of international relations in various
fields. In this regard, it is necessary to constantly work
on the use of new approaches that will allow to
qualitatively conduct the educational process and bring
language teaching to a qualitatively new level. Content-
language integrated education is one of such methods,
which is of particular importance for students in non-
linguistic fields.
REFERENCES
BERTAUX, P. et al. The CLIL teacher’s competences grid
[online].
Available
from:
American Journal Of Philological Sciences
103
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
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COLY, D., HOOD, P. and MARSH, D. CLIL: Content and
language integrated learning. Cambridge: Cambridge
University Press, 2010.
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(2024).
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//
https://cyberleninka.ru/article/n/predmetno-
yazykovoe-integrirovannoe-obuchenie-v-neyazykovyh-
vuzah
