European International Journal of Multidisciplinary Research
and Management Studies
92
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TYPE
Original Research
PAGE NO.
92-94
DOI
OPEN ACCESS
SUBMITED
24 October 2024
ACCEPTED
26 December 2024
PUBLISHED
28 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Subject-Language
Approach in Clil Integrated
Learning of Russian As A
Foreign Language
Bozorov Pulat Farkhod ugli
Termez State Pedagogical Institute, Uzbekistan
Abstract:
Over the past decades, the modern world has
undergone significant changes, among which the
following should be highlighted: the creation of the
World Wide Web and the globalization of all social,
political, economic and environmental processes in the
world. These and other changes have had a strong
impact on the global education system as a whole. Thus,
in European countries there is an increased interest in
the study and application of various methods of
teaching foreign languages, the specificity of which is
not the use of a foreign language as a learning goal, but
its use as a means of teaching.
Keywords:
Content and language; integrated learning
approach; English for specific purpose.
Introduction:
In 1990, the European Commission
launched the Lingua project, which gave rise to research
in the field of teaching foreign languages. In 1995, the
European Commission adopted a document on
education entitled "Teaching and Learning. Towards a
Learning Society." This document regulates the need for
society to speak two foreign languages through the use
of an integrated subject-language approach (Content
and Language Integrated Learning - CLIL) in teaching.
Content and Language Integrated Learning (hereinafter
CLIL) is a broad concept that covers various situations of
teaching a non-linguistic subject through a second or
foreign language. CLIL assumes a balance between
subject content and language learning. Thus, language
is used as a means of learning content, and content, in
turn, is used as a resource for learning language.
CLIL can be seen as an educational approach that serves
to support linguistic diversity, as well as a powerful tool
that can have a strong impact on learning foreign
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
languages. In addition, CLIL is an innovative approach
to learning that involves creating a holistic, dynamic
and motivating environment. It makes it possible to
overcome the limitations of the traditional school
curriculum, i.e. not to teach different subjects
individually, but to integrate them with others.
Language learning is surrounded by myths, many of
which give false ideas about what is best for achieving
success in learning a language. There are many
scientific studies on how we learn languages that help
us better understand and compare the concepts of
language acquisition and language learning. Language
learning is a conscious process, while language
acquisition is unintentional. Language learning occurs
in classrooms, while acquisition occurs through
everyday communication in a foreign language.
Within the framework of CLIL, language development
occurs naturally, based on another form of language
teaching. Thanks to this, students and pupils are
motivated to learn a foreign language. It is this
“naturalness” that is the main reason for th
e success of
CLIL both in schools and in higher education
institutions. CLIL provides students with the
opportunity to use a second language in a natural
environment, so that in the process of learning the
subject content, they forget about the language as
such and focus only on the topic of the content. Thus,
CLIL is an approach aimed at achieving a dual goal, in
which the second language is used as a means of
teaching the subject and is simultaneously an object of
study.
For example, in parallel with learning mathematics,
students acquire language skills and abilities, both in
oral and written speech.
Language is a means of communication. Along with
this, language mediates the transmission and
reception of information, knowledge, messages,
processes information received by an individual from
the outside, thereby creating opportunities for
organizing and systematizing a multitude of knowledge
in memory. The development of human speech entails
the development of cognitive skills, so that human
consciousness can be represented in the form of verbal
symbols that can be organized, processed, developed
and linked. Each language reflects a certain way of
perceiving and organizing the world, or its linguistic
picture [1]. The set of ideas about the world, contained
in the meaning of various words and expressions of the
language, is formed into a certain unified system of
views and attitudes, which is shared to one degree or
another by all speakers of a given language. Thus, the
native language has a strong influence on the
perception of reality by students.
To study the influence of the integrated subject-
language approach (CLIL) on the development of
cognitive skills of students, we chose a combination of
such disciplines as mathematics and English. The
advantage of this choice is that mathematics is an exact
science, which excludes the possibility of different
interpretations or misinterpretations of facts. On the
other hand, its strict nature does not allow for a holistic
approach to learning English, which cannot fully reveal
the richness and ambiguity of the vocabulary of this
language.
The purpose of this article is to consider the interaction
and mutual influence of three languages (Russian as a
native language (L1), English as a foreign language (L2)
and the language of mathematics (ML) and their impact
on the development of students' cognitive skills.
The structure of English and Russian is fundamentally
different, since Russian is an inflectional language, that
is, one in which word inflection with the help of
inflections - formants dominates, while English is mainly
analytical [1]. That is why it uses other means to express
syntactic relations. For example, in English, there is a
strictly established and strictly observed word order in a
sentence. This means that each member of the sentence
must stand in its own, specific place, otherwise they can
simply be confused, while in Russian, words in a
sentence can be arranged in a free order. Mathematics
classes involve non-verbal communication, and visual
and graphic materials are used to a large extent.
Mathematical language has a clear grammatical
structure and its own terminology, with the help of
which scientific theories, laws, principles, and provisions
are formed [3].
Despite the fact that language factors influencing
mathematical education have been studied for over
forty years, the first significant discovery in this area was
made by Brune (1980). In particular, he notes that
“words are links in the chain of communication” and
“mathematical terms are mental co
nstructs, not
material values.” Recently, the term “language factors
in mathematics learning” has become very popular, and
it is used in many areas of science from psycholinguistics
and sociolinguistics to the field of bilingual teaching of
mathematics [1].
Hejný (1990, p. 26) defines mathematical language as an
arbitrary system of signs, through which thinking and
communication are realized. For teaching mathematics,
it is important to explore the connection between
“image and thought → their linguistic representation”.
“Mathematical language” is a broad concept and can be
interpreted in different ways (Pimm & Keynes, 1994).
Firstly, ML is the language of communication used by
the teacher and students in mathematics classes and
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
lessons, secondly, ML can be perceived as a system of
mathematical notations, thirdly, ML includes the
language of mathematical texts in both graphic and
symbolic representation [4].
When children begin to attend school, they must learn
to use a new type of language for themselves
–
mathematical, which is very different from the usual
one in its formalization (Glasersfeld, 1995). This
characteristic feature is especially emphasized when
teaching mathematics in a foreign language. When
using the ML in the classroom, the teacher must ensure
that it corresponds to the age and level of
development of the student, otherwise the topic will
remain unclear to him. Moreover, teaching the ML
includes not only mastering oral skills, such as listening
and speaking, but also mastering written skills, i.e.
reading and writing.
Using the integrated subject-language approach (CLIL)
in teaching mathematics involves the use of interactive
strategies developed by prof. of the Catholic University
of Eichstätt-Ingolstadt in Germany O. Meyer.
The main strategy is "scaffolding learning" -
comprehensive support for the student, helping to
reduce the cognitive and linguistic load when studying
a discipline in a foreign language. This strategy is
implemented through the use of language cliches, a
terminological dictionary, visualization of material,
mnemonics, providing students with a large number of
examples in a foreign language, which make it possible
to complete tasks independently [6].
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ИНТЕГРИРОВАННЫЙ
ПРЕДМЕТНО
ЯЗЫКОВОЙ
ПОДХОД CLIL В ОБУЧЕНИИ ПРОФЕССИОНАЛЬНО
ОРИЕНТИРОВАННОМУ
ОБЩЕНИЮ
СТУДЕНТОВ
ВУЗОВ., Мирон Ольга Львовна., ПРОБЛЕМЫ
ВЫСШЕГО
ОБРАЗОВАНИЯ, Учёные записки СПб
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