International Journal Of Literature And Languages
26
https://theusajournals.com/index.php/ijll
VOLUME
Vol.05 Issue05 2025
PAGE NO.
26-28
10.37547/ijll/Volume05Issue05-07
Combining English Language Teaching and Scientific
Literacy: The Opportunuties Of Clil Technology
Xomidova Nargiza Nurahmad qizi
Teacher of the Kokand State University, Uzbekistan
Received:
13 March 2025;
Accepted:
09 April 2025;
Published:
11 May 2025
Abstract:
In the contemporary globalized world, education systems are increasingly expected to foster both
subject-specific knowledge and foreign language competence. The Content and Language Integrated Learning
(CLIL) approach has emerged as a powerful pedagogical framework to simultaneously promote content mastery
and language proficiency. This article investigates the pedagogical potential of CLIL in integrating English language
teaching with the development of scientific literacy among middle school learners. Drawing on classroom-based
applications and theoretical insights, the study explores how CLIL contributes to dual learning outcomes, with a
particular focus on 6th-grade science education. The findings suggest that when effectively implemented, CLIL
fosters deeper cognitive engagement, contextual language use, and enhanced understanding of scientific
concepts, thereby offering a promising pathway toward interdisciplinary education.
Keywords:
CLIL fosters deeper cognitive engagement, contextual language use, and enhanced understanding of
scientific concepts.
Introduction:
In the 21st century, education is tasked
with preparing learners not only to master academic
subjects but also to operate competently in a
linguistically diverse world. As English continues to
dominate the domains of science, technology, and
international communication, integrating language
education with disciplinary learning becomes
imperative. Content and Language Integrated Learning
(CLIL), which involves teaching curricular content
through a foreign language, has gained recognition as a
method that enhances both language proficiency and
subject comprehension [1, p. 53].
Scientific literacy, defined as the ability to understand,
interpret, and apply scientific knowledge in real-life
contexts, is a key objective of science education.
Traditionally, the teaching of science and the teaching
of languages have operated in separate curricular
domains. However, the integration of English language
teaching with science education through CLIL offers a
multidimensional learning experience where students
can acquire scientific concepts while developing their
linguistic competence.
This article aims to examine the pedagogical benefits
and challenges of applying CLIL in the context of
teaching science to 6th-grade learners, with an
emphasis on enhancing both English language skills and
scientific literacy. It seeks to answer the central
question: How does the implementation of CLIL impact
the development of scientific knowledge and English
proficiency among young learners?
METHODS
This qualitative study draws on both theoretical
literature and classroom-based practices observed in
several Uzbek middle schools where CLIL is being
piloted. The research design involved three key
components:
Literature Review: A systematic review of scholarly
sources on CLIL methodology, second language
acquisition, and science education was conducted. This
included peer-reviewed articles, books, and policy
documents published between 2010 and 2024.
Classroom Observations: Science lessons taught in
English using CLIL strategies were observed in three
different 6th-grade classrooms over a two-month
period. The lessons focused on key scientific topics such
as ecosystems, physical states of matter, and energy
International Journal Of Literature And Languages
27
https://theusajournals.com/index.php/ijll
International Journal Of Literature And Languages (ISSN: 2771-2834)
transformation.
Teacher and Student Interviews: Semi-structured
interviews were conducted with six science teachers
and twenty 6th-grade students to understand their
experiences, perceptions, and challenges in a CLIL
learning environment. Data from these sources were
analyzed using thematic coding to identify recurring
patterns and significant themes related to language
acquisition, content comprehension, and learner
engagement.
RESULTS
The findings from classroom observations and
interviews revealed several key insights into the
effectiveness of CLIL in promoting both English
language skills and scientific literacy. Students
demonstrated a marked improvement in their grasp of
scientific terminology in English. For instance, learners
could correctly use terms such as "photosynthesis,"
"evaporation," and "food chain" in both written and
oral explanations. Teachers noted that contextual
learning within science lessons provided meaningful
opportunities for language use and retention. [2, p.
129]
CLIL lessons, by integrating language tasks with
scientific inquiry, encouraged higher-order thinking.
Students engaged in problem-solving activities, group
discussions, and presentations that required them to
articulate complex ideas in English, thus reinforcing
both content and language. [3, p.76] Development of
Communicative
Competence
students
showed
increased confidence in using English for academic
purposes. The integration of speaking, listening,
reading, and writing tasks within the context of science
lessons supported balanced language development.
For example, students conducted mini-experiments
and reported their findings in English, thereby
strengthening their scientific reasoning and linguistic
output.
Teacher Challenges, while teachers acknowledged the
benefits of CLIL, they also reported challenges such as
limited access to bilingual teaching materials, lack of
specialized training, and time constraints in lesson
planning. Despite these challenges, many expressed
optimism about the approach and its potential for
future implementation.
DISCUSSION
The results of this study confirm that CLIL offers a
promising model for fostering interdisciplinary learning
by combining language development with scientific
literacy. In 6th-grade science classes, CLIL creates a rich
learning environment where English becomes a
functional tool for inquiry, description, explanation,
and argumentation. This supports the notion that
language acquisition is most effective when embedded
in meaningful, content-driven contexts.
Moreover, the integration of science and language
instruction through CLIL aligns with constructivist
pedagogies, where learners actively construct
knowledge through interaction and problem-solving.
The increased use of academic language in authentic
situations not only enhances language fluency but also
promotes metacognitive awareness, as students learn
to reflect on both what they are learning and how they
are expressing it. [4, p. 177]
However, the success of CLIL depends heavily on
teacher preparedness, curriculum design, and the
availability of appropriate materials. Teachers require
training in both language pedagogy and subject-specific
instruction to effectively implement CLIL. Without
institutional support and adequate resources, the
approach may fall short of its potential. This study
underscores the need for educational policy to support
the integration of CLIL into mainstream curricula,
particularly in contexts such as Uzbekistan, where the
dual goals of English proficiency and scientific
competence are increasingly prioritized.
CONCLUSION
CLIL technology presents a viable strategy for
combining English language teaching with the
development of scientific literacy in middle school
education. When effectively implemented, it not only
improves learners' language competence but also
deepens their understanding of scientific concepts
through active and contextual learning. While
challenges remain in terms of teacher training and
resource development, the potential benefits of CLIL
warrant continued exploration and investment. Future
research should focus on long-term studies that
measure academic outcomes and linguistic gains across
diverse learner populations.
The study findings highlight several key benefits of CLIL:
improved academic vocabulary acquisition, enhanced
cognitive engagement, and greater communicative
competence in English. These outcomes are
particularly significant in the context of global
education reforms, where bilingual or multilingual
proficiency and scientific literacy are seen as
fundamental to students' academic and professional
futures. In countries like Uzbekistan, where both
English language education and science instruction are
undergoing modernization, CLIL serves as a strategic
response to national and international educational
goals.
However, the success of CLIL depends not only on
pedagogical innovation but also on systemic support.
International Journal Of Literature And Languages
28
https://theusajournals.com/index.php/ijll
International Journal Of Literature And Languages (ISSN: 2771-2834)
Teachers must be adequately trained in both language
and subject matter instruction, and schools must be
equipped with bilingual learning materials and flexible
curricula that accommodate integrated learning.
Teacher
collaboration,
peer
support,
and
administrative backing are essential to address the
challenges identified in this study, such as increased
lesson planning demands and linguistic complexity. [5,
p. 201] Furthermore, CLIL should not be viewed as a
one-size-fits-all solution. Its application must be
adapted to the linguistic, cultural, and cognitive
readiness of students, particularly in early secondary
education. Scaffolded instruction, visual aids, and
differentiated assessment tools can help bridge gaps in
understanding and support learners with varying
language proficiency levels.
Future research should investigate the long-term
academic performance of students in CLIL programs,
assess the development of critical thinking and
problem-solving skills, and explore the role of digital
technologies in enhancing CLIL-based instruction.
Comparative studies between CLIL and traditional
teaching methods could also offer deeper insights into
the measurable impact of integrated learning models
on student achievement.
In conclusion, CLIL technology represents a forward-
thinking educational approach that bridges the gap
between language and content learning. Its potential to
develop
scientifically
literate,
English-proficient
learners makes it an invaluable pedagogical tool in
today’s interconnected and knowledge
-driven world.
With thoughtful implementation and sustained
support, CLIL can contribute meaningfully to the
transformation of educational practice and policy in
multilingual contexts.
REFERENCES
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content
and Language Integrated Learning. Cambridge
University Press.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008).
Uncovering CLIL: Content and Language Integrated
Learning in Bilingual and Multilingual Education.
Macmillan.
Dalton-Puffer,
C.
(2011).
Content-and-language
integrated learning: From practice to principles?
Annual Review of Applied Linguistics, 31, 182
–
204.
Llinares, A., Morton, T., & Whittaker, R. (2012). The
Roles of Language in CLIL. Cambridge University Press.
OECD. (2016). PISA 2015 Results: Excellence and Equity
in Education. OECD Publishing.
