ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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THE CLIL APPROACH IN TEACHING ENGLISH TO RAILWAT
STUDENTS: EXPERIENCE OF KOKAND RAILWAY TECHNICAL
COLLAGE
Sadikova Nazokat Tulkinovna
English Language Teacher
at the Kokand Railway Technical College
Abstract: This article is devoted to the implementation of the CLIL (Content and
Language Integrated Learning) methodology in teaching English to railway students.
It describes the experience of Kokand Railway Technical School in integrating
specialized disciplines (e.g., "Station Duty Planning") with English language
instruction. The article analyzes methodological solutions, presents the results of a
pilot course, and outlines the prospects for further development.
A light remark: CLIL lets you "kill two birds with one locomotive"—enhancing
both language proficiency and vocational knowledge simultaneously, which is
especially relevant in today's high-speed railway environment.
Keywords: CLIL, vocational English, English for specific purposes, railway
college, dispatcher, globalization.
Introduction
The globalization of the railway industry requires professionals who can
communicate freely in English while maintaining technical expertise. The CLIL
approach, which integrates content and language learning, is a natural response to this
demand. Since 2024, Kokand Railway Technical School (KRTS) has implemented a
pilot project where elements of the discipline "Station Duty Planning" are taught in
English.
Theoretical Foundations of CLIL at KRTS
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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1. Dual focus: simultaneous development of subject knowledge and language
skills.
2. Communicativeness: emphasis on oral and written professional communication
(instructions,
reports,
dispatcher-driver
interactions).
3. Cognitive challenge: tasks are structured from simple to complex but always
connected
to
real
station
scenarios.
4. Culture and context: international case studies (e.g., "Tashkent-Moscow" train
operation,
UIC
regulations).
5. Multi-level support: activities are adapted to students’ English proficiency, including
glossaries
and
language
scaffolding
tools.
6. Cross-disciplinary collaboration: English teachers work with technical instructors to
align terms and concepts.
Methods and Tools
Sample tools and tasks by learning stage:
Pre-task stage: Quizizz, flashcards. Task example: terminology ("shunting
signal", "block section").
Content engagement: video simulator "Station Dispatcher 3D", interactive board.
Task:
analyze
and
voice
a
freight
reception
plan
in
English.
Application: role-playing, case studies. Scenario: "Line failure — write a report and
action
plan
in
English".
Reflection: portfolio, Padlet board. Students upload their shift audio analyses.
Humorous note: if a student mixes up "arrival track" and "departure track", let’s
hope it’s just in class — not during an actual shift!
Results of the Pilot Course (2024–2025 Academic Year)
• Increased motivation: 83% of students reported English became more interesting
because
it
is
related
to
their
profession.
• Academic performance: the average score in "Train Dispatching English" rose from
72
to
84
out
of
100.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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• Communication confidence: 68% of students now confidently engage in short radio
dialogs in English (compared to 25% before the course).
Discussion and Prospects
1. Expand CLIL to subjects like "Locomotive Management" and "Transportation
Logistics".
2. Collaborate with Tashkent State Transport University to co-develop online courses.
3. Introduce digital micro-credentials: badges like "Railway English Level A/B".
4.
Implement
AI
assistants
for
dispatcher-driver
dialog
practice.
5. Involve railway industry professionals in co-creating real-life case scenarios.
6. Train teachers in CLIL methodology through workshops and international
internships.
Conclusion
The experience of KRTS demonstrates that the CLIL approach not only
strengthens students’ English proficiency but also helps them build systematic
professional thinking in English. In the long term, this enhances graduates’
competitiveness in the global labor market and opens Uzbekistan’s railway sector to
international collaboration.
Successful CLIL implementation requires a systemic approach — from teacher
preparation to curriculum adaptation. Even with limited resources, integrated learning
is achievable when student motivation meets collective pedagogical support.
References
1.
Coyle, D., Hood, P., & Marsh, D. (2010).
CLIL: Content and Language
Integrated Learning
. Cambridge: Cambridge University Press.
2.
Mehisto, P., Frigols, M. J., & Marsh, D. (2008).
Uncovering CLIL: Content and
Language Integrated Learning in Bilingual and Multilingual Education
. Oxford:
Macmillan Education.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-71
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3187
3.
Dalton-Puffer, C. (2007).
Discourse in Content and Language Integrated
Learning (CLIL) Classrooms
. Amsterdam: John Benjamins Publishing.
4.
UIC (International Union of Railways). (2023).
UIC Leaflet 450-1: Language
and Communication in International Railway Operations
. Paris: UIC Publications.
5.
Genesee, F. (1994).
Educating Second Language Children: The Whole Child,
the Whole Curriculum, the Whole Community
. Cambridge: Cambridge University
Press.
6.
Richards, J. C., & Rodgers, T. S. (2014).
Approaches and Methods in Language
Teaching
(3rd ed.). Cambridge: Cambridge University Press.
7.
Poliakova, T. V. (2021). Methodological Aspects of CLIL in Technical
Vocational Education.
Journal of Vocational Pedagogy
, 4(58), 45–52.
