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THEORETICAL FOUNDATIONS OF USING CLIL TECHNOLOGY IN
THE EDUCATIONAL PROCESS
A.Amirkulov
Teacher: MK Academy
e-mail: asliddinamirkulov905@gmail.com
https://doi.org/10.5281/zenodo.14352461
Abstract
: This article discusses the theoretical foundations of using CLIL
technology in the educational process. The CLIL (Content and Language
Integrated Learning) technology allows for a comprehensive study of both
English language and the content being learned. Such technologies enhance the
learner's interest, as well as their enthusiasm for acquiring and learning new
information. Based on the CLIL teaching technology, students develop
communicative competencies in an expanded and integrated manner. It
implements dual objectives of mastering the planned topic simultaneously in
both English and the native language.
Keywords:
competence, culture, efficiency, integration, information,
quality, technology
Today, the introduction of advanced and tested methods from around the world
into the national education system is yielding positive results in acquiring
modern knowledge, skills, and competencies. Regardless of the method or
approach used to deliver modern knowledge to students, it must serve to elevate
both quality and outcomes to a higher level. One such effective mechanism is
CLIL technology.
CLIL technology is a mechanism for implementing bilingualism, providing
students the opportunity to learn a foreign language alongside their native
language. The term
CLIL
is an acronym derived from the English words:
Content
(meaning "subject," "field," or "topic"),
Language
,
Integrated
(meaning
"integration" or "connection"), and
Learning
. CLIL technology recommends
studying a new subject, field, or science in a foreign language, i.e., in a language
other than one's native tongue.
In our country, the methodology for teaching languages has been studied by
researchers such as Zh.Zh. Jalolov, L.T. Akhmedova, and others. In recent years,
clear directions have emerged in the development and radical transformation of
education both globally and in Uzbekistan. These include the democratization of
education, the idea of lifelong learning (shifting from “education for life” to
“education throughout life”), the role of education not only in preparing
specialists but also in producing conscious and dedicated citizens for society, the
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globalization of education, and informatization of the educational system, among
others. Innovative approaches in education are accompanied by the integration
of science, technology, and production, and the rapid growth of national
development. Accordingly, the tasks of developing innovative educational
programs are also becoming more prominent.
The use of CLIL technology in the process of learning English is considered a
targeted approach that helps to develop bilingual competencies in students. CLIL
technologies, based on various socio-linguistic, economic, and political contexts,
assist in the integration of professional education levels and the development of
initiative in students. Based on CLIL technology, both the English language and
the content being studied can be thoroughly learned. These technologies
stimulate students' interests and increase their enthusiasm for learning and
gaining knowledge. With this approach, students can integrate English into their
daily life through activities such as reading fairy tales, stories, watching films,
listening to music, and other daily tasks. In other words, reading a small text in a
foreign language can initiate a student's engagement with a full-length literary
or informational work, which enhances their ability to learn a foreign language.
Through this, students will acquire knowledge in new subjects, particularly in
fields such as mathematics, nature, literature, and others. Furthermore, skills
related to searching for new information, creating, reading, listening, hearing,
and understanding will be developed. The integration of one subject with
another not only improves the quality of the educational process but also
increases the efficiency of both teachers and students, helping to solve the most
important tasks of education. Interdisciplinary connections facilitate the
development of students' information literacy. Often, there are integration links
between various fields, such as "Computer Science and English," "History and
English," "Economics and English," and more. Integration can also be seen
between disciplines like "Physics and Astronomy," "Biology and Ecology,"
"Physics and Mathematics," and "History and Social Sciences."
Under CLIL, the student develops expanded and integrated communicative
competence in the subject area. The aim of CLIL is to allow students to master
the content in both their native and foreign languages simultaneously, thus
achieving dual objectives. The goal of CLIL technology is not only to help
students become active members of society but also to provide them with the
opportunity to study subject-specific terminology and concepts in English.
Additionally, recent models in content-based language teaching emphasize the
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link between learning a language and mastering a subject, serving as a
foundation for understanding and integrating new concepts and meanings.
The deep study of a topic cannot be carried out without considering its linguistic
aspect. Of course, such technologies cannot completely replace learning a subject
in a foreign language rather than in one's native language, but they can serve as
a basis for significant positive changes in language learning. In modern, rapidly
developing societies, there are serious processes of education modernization,
which necessitate the improvement of teachers' qualifications. This, in turn,
requires a new approach to education.
The use of CLIL technology in English language lessons is closely related to
pedagogical technology, and the concept of "pedagogical technology" is used in
three interconnected levels: general didactic, subject-specific, and modular
education. Based on these levels, the use of CLIL technology in the educational
process plays a significant role in the development of students as individuals in
today's globalized world. Through CLIL technologies, in the process of
developing students' bilingual competencies in English lessons, students will
also develop universal human values, skills for analyzing the environment and
society, confidence in competing, respect for different cultures and traditions,
creativity, inventiveness, and self-confidence in problematic situations.
For this reason, our country's education system has been placing special
emphasis on teaching both Western and Eastern languages.
In developed countries, where this process is well-understood, the integration of
foreign languages with other subjects through the use of the CLIL methodology
has shown positive results.
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