Key Principles and Motives for The Introduction of Subject-Language Integrated Learning (CLIL)

International Journal of Pedagogics

280

https://theusajournals.com/index.php/ijp

VOLUME

Vol.05 Issue05 2025

PAGE NO.

280-282

DOI

10.37547/ijp/Volume05Issue05-70

Key Principles and Motives for The Introduction of Subject-
Language Integrated Learning (CLIL)

Xomidova Nargiza Nurahmad qizi

Teacher of the Kokand State University, Uzbekistan

Received:

29 March 2025;

Accepted:

25 April 2025;

Published:

27 May 2025

Abstract:

The article discusses the basic principles and motives for the introduction of subject-language integrated

learning (CLIL), which is an innovative approach to education with a dual focus on learning subject content and a
foreign language at the same time. Special attention is paid to the methodological foundations of CLIL, such as
multiple focus, authenticity, active learning, scaffolding strategy, and collaboration. The historical background of
the CLIL is analyzed, as well as modern models and principles, including the 4C model (content, communication,
cognition and culture). The role of language support in the successful implementation of subject-language
integrated learning and the importance of interaction between linguistic teachers and subject specialists in order
to achieve a holistic educational result are discussed.

Keywords:

CLIL, subject-language integrated learning, integration of content and language, scaffolding strategy,

4C model, language support.

Introduction:

One of the effective approaches used in

European educational practice for teaching students
subject content in a foreign language is integrated
subject and language learning

—

Content and Language

Integrated Learning (CLIL), hereinafter referred to as
CLIL. CLIL is a modern teaching methodology with a
dual focus, where a foreign language serves both as a
means of teaching and an object of study. Thus, within
the framework of CLIL, both the content of the
academic discipline and a foreign language are
simultaneously mastered. These two components do
not separate, but interact throughout the learning
process, although the emphasis may shift depending on
the goals of a particular lesson. The term "integrated
subject and language teaching" was officially
introduced in 1994 to denote and describe the
innovative experience of European schools that used
an additional language as a means of teaching [ 1, p. 3].

Interestingly, the origins of CLIL can be traced back for
almost 5,000 years. One of the first examples of this
practice was recorded in Mesopotamia (the territory of
modern Iraq), where the Akkadians, having conquered
the Sumerians, sought to master their language. For
this purpose, the Sumerian language began to be used
for educational purposes in teaching Akkadians various

disciplines, including theology, botany and zoology. If
the teachers of that time followed the principles of
CLIL, they simultaneously ensured the assimilation of
the Sumerian language and the subject matter.

The use of an additional language for educational
purposes was not alien to the Roman civilization either.
So, about two thousand years ago, after the
incorporation of Greece into the Roman Empire, the
Greek language, along with culture, penetrated into
Roman society. The Romans taught their children
Greek to give them access not only to the language, but
also to prospects for social and professional growth.
This historical example has been repeatedly
reproduced in various parts of the world and is
especially relevant today in the context of global
English language learning.

The expression "use language to learn and learn
through language," proposed by David Marsh, has
become widely known as the CLIL motto and is
mentioned by Phil Ball, the author of numerous works
on education in second and third languages. According
to him, CLIL has high potential as an educational
methodology, as it combines subject and language
learning in a single educational process [2, p. 45]. To
implement an integrated approach, it is important to

International Journal of Pedagogics

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International Journal of Pedagogics (ISSN: 2771-2281)

follow a number of principles formulated by leading
experts in the field of bilingual and multilingual
learning, including Peter Mehisto, David Marsh and
Maria Frigols [3, p.113] They identify the following key
features of the CLIL methodology: multiple focus, a rich
educational environment, an orientation towards
authenticity, active student participation, the use of a
"scaffolding" strategy (step-by-step support) and
collaboration. Let's take a closer look at each of these
components.

Multiple focus involves: (parallel learning of the
language and the subject; mastering the discipline
through the prism of language; interdisciplinary
integration; application of a project and thematic
approach). The enriched educational environment
includes: (demonstration of subject content and
language models in the learning process; creation of
conditions for increasing students' confidence through
experimental activities using language and disciplinary
content; providing access to authentic materials and
sources).

Authenticity is realized through: (the inclusion of
materials reflecting real-life situations in the
educational process; access to authentic sources of
information related to the discipline being studied;
providing students with the opportunity to interact
with language and content in a context as close as
possible to the real one). Active learning is expressed
in: (encouraging students to participate in the learning
process through collaboration, analysis and problem
solving; developing students' independent information
retrieval and critical thinking skills; creating situations
where students become active participants rather than
passive listeners).

The "scaffolding" strategy means: (providing students
with auxiliary materials, models, and hints for
mastering both subject content and language
structures; gradually removing this support as students
become more confident and independent; adapting
assignments and explanations to the level of students'
training). Collaboration involves: (students working
together in pairs and groups aimed at achieving
common goals; exchanging ideas and experiences;
interaction between teachers from various disciplines
to ensure the integrity of the educational process;
involving parents and extracurricular communities in
support of learning).

Thus,

the

CLIL

methodology

represents

a

comprehensive, interdisciplinary and flexible approach
to learning that combines linguistic and subject
objectives in a single process. CLIL contributes not only
to the development of language competence, but also
to the formation of subject knowledge, skills of the 21st

century and intercultural awareness. Due to historical
background, methodological thoughtfulness and
modern research, CLIL has become an integral part of
European educational systems and continues to
develop as an effective tool for bilingual education.
One of the effective methods of teaching disciplines in
a foreign language in the European educational space
is the integration of subject and language learning,
referred to by the abbreviation CLIL (Content and
Language Integrated Learning). This approach
represents a modern form of educational process
organization in which a foreign language is used both
as a means of learning a discipline and as an object of
study. In such training, attention is paid to both the
content component and the language component, and
they do not exist separately, but are interrelated,
despite the possible dominance of one of the
components at certain stages.

The phrase "using languages for learning and learning
through languages", coined by David Marsh, has
become a kind of CLIL motto. Writer and researcher
Phil Ball emphasizes that CLIL combines language and
subject matter, making it a powerful means of gaining
knowledge. [4, p. 76]

CLIL is based on a number of principles. Renowned
experts in the field of multilingual and bilingual
education Peter Mehisto, David Marsh and Maria
Frigols identify six key characteristics of this approach.:

Multiple orientation is manifested in:

–

learning a language through a subject;

–

mastering the discipline with the help of a foreign

language;

–

interdisciplinary integration;

–

implementation of training through topics and

projects covering several disciplines.

The enriched educational environment includes:

–

Presentation of language and educational content

during classes;

–

building students' confidence through the practical

use of a foreign language;

–

Providing access to authentic learning resources.

Authenticity is achieved through:

–

taking into account the interests of students;

–

regular communication between learning activities

and students' daily lives;

–

the use of relevant materials from the media and

other sources of information.

Active learning is implemented through:

–

discussing the meaning of vocabulary and content

with students;

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International Journal of Pedagogics (ISSN: 2771-2281)

–

stimulating collaboration and exchange of ideas.

The strategy of "Scaffolding" (step

–

by

–

step support) is

aimed at:

- reducing the cognitive and linguistic burden during
the study of the discipline;

- using cliches, specialized vocabulary, visual aids;

–

active application of examples and different learning

styles;

–

development of students' critical and creative

thinking[ 5, p.12].

Cooperation is expressed in:

–

joint development of courses, lessons and programs

by foreign language teachers and subject specialists [3,
p. 102].

The authors of the approach emphasize its focus on the
comprehensive development of personality. The main
goal of CLIL is to promote the formation of
independent, motivated, multitasking students who
are able to successfully master both subject matter and
language at the same time [3, p.76]. The key condition
for the success of subject-language learning is precisely
its integrative nature. The term "integration" in this
context implies close interaction and mutual influence
of the subject and linguistic components. Such
integration is ensured through interdisciplinary
connections, which make it possible to eliminate the
fragmentation of educational knowledge and form a
holistic view of the world around us, necessary for
future professional activity.

CLIL is based on the 4C (Content, Communication,
Cognition, Culture) model developed by D. Coyle. This
model assumes that effective integrated learning
should include:

–

development of knowledge, skills and understanding

of the content of the discipline;

–

participation in processes that activate thinking;

–

communicative interaction;

–

formation of language competence;

–

In-depth intercultural awareness [1, p.124]

REFERENCES

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content
and Language Integrated Learning. Cambridge
University Press.

Ball, P. (2012). CLIL Principles and Practice. [Online
publication].

Mehisto, P., Marsh, D., & Frigols, M. J. (2008).
Uncovering CLIL: Content and Language Integrated
Learning in Bilingual and Multilingual Education.
Macmillan Education.

Kelly, C. (2012). Language Support in CLIL. [Online
publication].

Zaripova, R. (2015). Использование стратегии
scaffolding в CLIL

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классе. Вестник педагогики, 12, 10–

15.

Rodionova, I. (2018).

Междисциплинарные связи в

образовании. Педагогические науки, 42(2), 38–

47.