European International Journal of Pedagogics
182
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
182-184
DOI
3
OPEN ACCESS
SUBMITED
28 February 2025
ACCEPTED
29 March 2025
PUBLISHED
30 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Reforms and Initiatives
Applied to The Field of
Higher Education and CLIL
Integrated Learning
Bozorov Po‘lat Farxodovich
Lecturer, Termez state pedagogical institute, Uzbekistan
Abstract:
The comparative analysis begins by examining
the distinct teaching approaches employed in Russian
and English language instruction. In Russian educational
settings, the grammar translation method remains
prevalent,
emphasizing
rigorous
grammatical
instruction and the translation of texts between
languages. This approach is deeply rooted in the Russian
educational tradition, where accuracy and depth of
knowledge are highly valued. Conversely, English
language instruction, particularly in English-speaking
countries, is often dominated by Communicative
Language Teaching (CLT) and Task-Based Learning (TBL).
These methods prioritize the development of
communicative competence, encouraging students to
engage in real-life language use through interactive
activities and tasks.
Keywords:
English language instruction, Language
Teaching (CLT), Task-based learning (TBL).
Introduction:
The term CLIL was created in 1994 by
David Marsh as a methodology similar to but distinct
from
language
immersion
and
content-based
instruction. The idea of its proponents was to create an
"umbrella term" which encompasses different forms of
using language as the medium of instruction. The
methodology has been applied in a business context in
many countries and widely accepted as an effective
approach. In Italy, for example, it is being used as an
accelerated method to teach management concepts in
English to business people. Among CLIL's proponents
and practitioners there is Maurizio Morselli, a Human
Resources professional and Executive Coach, who
believes that "this hybrid immersion approach produces
a lot more immediate results and it appeals to self-
motivated adult audiences who possess a basic
European International Journal of Pedagogics
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European International Journal of Pedagogics
knowledge and understanding of the target language".
While being certainly interesting and providing a
precious model of good practice, this experience
shows that "there is validity in the belief that CLIL is an
elite phenomenon. It comes as no surprise that one of
the current strands of international CLIL research
stems indeed from the urgency to address issues of
power and inequality. The heterogeneity that has
characterised the implementation of CLIL since its
inception in Italy risks exacerbating this situation, with
areas of the country that are more developed both
linguistically and socio-economically reaping the
greatest benefits of the approach."
CLIL is fundamentally based on methodological
principles established by research on language
immersion. This kind of approach has been identified
as very important by the European Commission
because: "It can provide effective opportunities for
pupils to use their new language skills now, rather than
learn them now for later use. It opens doors on
languages for a broader range of learners, nurturing
self-confidence in young learners and those who have
not responded well to formal language instruction in
general education. It provides exposure to the
language without requiring extra time in the
curriculum, which can be of particular interest in
vocational settings." This approach involves learning
subjects such as history, geography, managerial
skills/concepts or others, through an additional
language. It can be very successful in enhancing the
learning of languages and other subjects, and helping
children develop a positive attitude towards
themselves as language learners.
The European Commission has therefore decided to
promote the training of teachers to "...enhancing the
language competences in general, in order to promote
the teaching of non-linguistic subjects in foreign
languages".
CLIL objectives are varied, but among the most
relevant ones the following can be pointed out: To
improve the educational system. To establish the
necessary conditions that will allow students to
achieve
the
appropriate
level
of
academic
performance in CLIL subjects. To improve students'
proficiency in both their mother tongue and the target
language, attaching the same importance to each. To
develop the intercultural understanding. To develop
social and thinking skills.
CLIL advocates claim that this educational approach:
Improves L1 and L2 development. Prepares students
for the globalized world. Increases students'
motivation to learn foreign languages. Promotes the
learning of a more extensive and varied vocabulary.
Enhances students' confidence in the target language.
Improves language competence in the target language,
CLIL being more beneficial than traditional foreign
language teaching courses. Helps develop intercultural
competence.
The multiplicity of terms used to refer to instructional
approaches for the integration of content and language
learning (immersion, CBI, CBLT, CLIL, EMI) can be a
source of confusion in EIL studies, although they all
commonly share the purpose of additive bilingualism via
a dual focus on content and language learning. Debate
continues about the extent to which immersion, CBLT,
CBI, and CLIL are different, similar, or the same. Some
argue that CLIL represents an appropriate umbrella
term that can be used to house various approaches
towards content integration (e.g., immersion is a type of
CLIL), where terms can be used interchangeably (e.g.,
CLIL and CBI are the same concept with a different
name). However, others argue that CLIL and CBI
represent very different concepts, where CLIL
represents the intersection between content and
language from the content perspective (i.e., CLIL
happens in content classes), while CBI is an attempt at
responding to the content needs of learners in language
classes.
The similarities (and variability) between approaches
lead to circular arguments about whether the key
features of one approach are also shared by others (e.g.,
immersion and CLIL), and therefore they are
indistinguishable. In some ways, this is an inevitable
result of terms being used outside of academia, by
educators applying ideas from one context to another,
and the lines of demarcation become more unclear as
approaches are transported to different countries and
contextualized to meet different learning situations.
In EIL studies, different terms have been associated with
different regions, such as CLIL, which is associated with
Europe, and was "purposefully coined" by European
educators and researchers attempting to influence
language policy and ideology. CLIL represented a
deliberate attempt to develop a European model for
additive bilingual education. However, policy makers,
educators, and researchers from international contexts
have started to apply and develop CLIL approaches in
distinctly non-European situations, and the term is now
widely used within the wider international foreign
language learning community.
Over the years, CLIL has demonstrated countless
benefits for learners, boosting both their academic
performance and personal development.
Regarding academic outcomes, research has shown that
CLIL helps students improve their proficiency in the
target language by using it in real-world contexts, which
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European International Journal of Pedagogics
enhances their vocabulary and grammar skills.
Students involved in CLIL programs often achieve
higher levels of understanding of the subject matter,
contributing to their overall cognitive growth and
success in school.
But the advantages of CLIL go far beyond academic
results: it’s truly transformative for personal growth as
well. By tapping into students’ interests and passions
through engaging content, CLIL helps combat students’
weak attention spans and makes the learning
experience more dynamic.
As they dive into complex topics in a foreign language,
they gain a serious confidence boost, realizing they can
handle challenges and take risks.
And the best part? They get to do it all together!
CLIL methodology, in fact, prioritizes group work and
collaboration: students are often invited to explore
topics while working in teams. This collaborative
environment is fertile ground for developing their
communication and social skills.
But CLIL doesn’t stop there —
it also broadens
students’ horizons, exposing them to diverse
cultures
and perspectives. In the long run, this intercultural
awareness allows them to see the world through new
lenses.
CLIL is not just about learning a new language; it’s
about using that language as a medium to learn other
subjects. This approach is particularly effective in
multilingual and multicultural classrooms, where
students can benefit from enhanced cognitive skills
and a deeper understanding of the subject matter. The
method is versatile and can be adapted to various
educational levels and subjects, making it a valuable
tool in modern language education.
As a pioneer in language teaching solutions, we at
Sanako have observed the growing interest in CLIL and
its potential to revolutionize language education. Our
mission is to support educators in implementing
effective language teaching strategies, and CLIL is a
prime example of an innovative approach that aligns
with our goals.
One of the primary benefits of CLIL is its ability to
enhance language proficiency while simultaneously
deepening subject knowledge. Students are exposed
to the target language in a meaningful context, which
helps them acquire vocabulary and language
structures more effectively. This dual focus can lead to
improved academic performance in both the language
and the subject being taught.
Another significant advantage of CLIL is the
development of cognitive skills. Research has shown
that learning through a second language can enhance
cognitive flexibility, problem-solving abilities, and
critical thinking skills. These cognitive benefits are not
limited to language learning but extend to other areas
of academic and personal development.
CLIL also promotes cultural awareness and sensitivity.
By learning content through a foreign language,
students gain insights into different cultures and
perspectives. This cultural exposure fosters a more
inclusive and global mindset, preparing students for the
increasingly interconnected world. At Sanako, we
believe that such skills are essential for fostering a more
open and trusting society.
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