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POSSIBILITIES OF USING THE CLIL METHODOLOGY IN ENGLISH LESSONS
Muradulloyeva Sevinch Soxibjon kizi
Samarkand State Institute of Foreign Languages
2th year student
muradulloyevasevinch@gmail.com
+998904702806
Abstract
: This article analyzes the possibilities and effectiveness of implementing the CLIL
(Content and Language Integrated Learning) methodology in English language lessons. Learning
a language using the CLIL methodology involves not only the development of linguistic skills,
but also the acquisition of knowledge in other fields of science. The article examines methods of
organizing lessons using the CLIL approach, student motivation and results, as well as problems
in practice and ways to overcome them. The research results demonstrate the high effectiveness
of the CLIL methodology and the possibility of its widespread implementation in higher
educational institutions.
Keywords
: CLIL, English language lessons, integrated learning approach, language learning,
teaching methodology, motivation, higher education.
INTRODUCTION
In today's conditions of globalization, the English language plays an important role not only as a
means of international communication, but also in the fields of science, technology, and business.
Therefore, effective teaching of English in higher educational institutions is an urgent task. In
order to make the process of language learning more effective, various innovative methods and
approaches are being introduced. One such approach is the CLIL (Content and Language
Integrated Learning) methodology, which implements language learning by integrating it with
the content of other disciplines. The CLIL methodology serves to develop not only students'
linguistic skills in teaching English, but also their knowledge in various fields of science.This, in
turn, increases students' interest in the learning process and makes language learning more
purposeful and practical. Therefore, this article analyzes the main principles of the CLIL
methodology, its application in English lessons, and the impact of this approach on the quality of
education.
LITERATURE REVIEW
The CLIL (Content and Language Integrated Learning) methodology is widely used as an
integrated approach in language teaching. Marsh and Langé (2000) define CLIL as a way of
deepening learners' knowledge by integrating language learning with subject content. This
methodology contributes to the development of not only linguistic, but also cognitive and social
skills of students. Mehisto, Marsh, and Frigols (2008) emphasize the effectiveness of CLIL in
increasing student motivation and enabling the use of language in real situations. Coyle (2010)
draws attention to the three main elements of the CLIL methodology - content, language, and
communication, and shows that their combination ensures the effectiveness of the educational
process. Research on the use of CLIL in higher education (Nikula, 2016; Dalton-Puffer, 2011)
indicates its importance in improving students' academic language skills, especially in written
and oral speech.
Although research on the implementation of the CLIL methodology in the conditions of
Uzbekistan is limited, the number of scientific articles in this area has been increasing in recent
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years (Islomova, 2021; Karimov, 2022). They emphasize the need to improve teachers'
qualifications, adapt textbooks, and create teaching aids for the successful implementation of
CLIL. Also, some studies (Eurydice, 2012; Dalton-Puffer, 2016) shows that the effectiveness of
CLIL depends on teacher training and sufficient resources. This requires a systematic approach
and investments for the successful implementation of CLIL.
METHODOLOGY
In this study, qualitative and quantitative research methods were used to study the possibilities of
using the CLIL methodology in English lessons. For data collection, surveys and interviews were
conducted, as well as observations of the lesson process. If through questionnaires students'
attitude and motivation towards the CLIL methodology were determined, then the interviews
included teachers' opinions on practical experience and the effectiveness of the methodology.
With the help of observations, the organizational and methodological features of lessons
conducted based on the CLIL approach were analyzed. Thus, the data collected in the study were
studied using analytical and comparative methods, and the effectiveness and limitations of the
CLIL methodology were determined.
RESULTS AND DISCUSSION
The research results showed that the CLIL methodology plays an important role in more active
and effective involvement of students in the process of language learning in English lessons.
According to the survey results, 78% of respondents noted that the process of learning English
using CLIL was interesting and practically effective. For example, students noted that they found
it much easier to master new vocabulary and phrases through topics in biology or geography
taught in English. This means that language learning is not limited to just memorizing grammar
or vocabulary, but is oriented towards practice in real-life and scientific contexts.
The interviews also clarified the teachers' opinions. Many teachers noted the effectiveness of the
CLIL methodology in increasing student activity. For example, one teacher said: "In the process
of conducting classes using CLIL, students not only strive to communicate in English, but also
gain a deeper understanding of the subject. For example, in chemistry, by preparing presentations
about elements in English, they develop language and scientific knowledge together." Teachers
also noted an increase in student engagement and the development of independent thinking skills
in problem situations. The results of the observation confirmed that in classes organized on the
basis of the CLIL approach, more communication and teamwork are carried out among students.
For example, in geography classes, students demonstrated the climatic characteristics of their
region in English, consolidating not only language but also scientific knowledge. Such activities
contribute to the practical use of language, increase vocabulary, as well as the development of
critical thinking and creativity.
However, during the study, some problems in the application of the CLIL methodology were
also identified. The main obstacle was the insufficient methodological training of teachers. Many
teachers reported a lack of special training and methodological manuals for conducting CLIL-
based lessons. For example, some teachers face difficulties in adapting textbooks and manuals to
the content of the subject in English. Moreover, time constraints also hinder the full
implementation of the CLIL approach, as there is insufficient class time to teach content and
language simultaneously. Initially, difficulties in adapting to the CLIL approach were also
observed among students. For example, some students initially experienced fatigue and stress
while simultaneously mastering the content of a new language and a subject. But over time, they
adapted to the new methodology, and their interest in learning grew.
CONCLUSION
The results of this study confirmed that the effective use of the CLIL methodology in English
lessons plays an important role in increasing students' interest in language learning and the
practical development of their language skills. The CLIL approach combines language and
science knowledge, enabling students to expand their knowledge and encourage independent
thinking. At the same time, to ensure the full effectiveness of the methodology, it is necessary to
improve the qualifications of teachers, develop modern educational materials and pedagogical
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manuals. In the future, it is important to conduct a systematic approach and additional research
for the further development and wider implementation of the CLIL methodology in the
educational process.
THE LIST OF USED LITERATURE:
1. Coyle, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University
Press.
2. Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to
principles? Annual Review of Applied Linguistics, 31, 182-204.
3. Eurydice. (2012). Content and Language Integrated Learning (CLIL) at School in Europe.
European Commission.
4. Islomova, N. (2021). CLIL metodikasini ta’lim jarayonida qo‘llash muammolari va yechimlari.
Pedagogika va innovatsiyalar jurnal, 5(2), 45-52.
5. Karimov, B. (2022). Ingliz tilini o‘qitishda CLIL metodikasining samaradorligi. Xalqaro
tilshunoslik tadqiqotlari, 8(1), 33-40.
6. Marsh, D., & Langé, G. (2000). Using Languages to Learn and Learning to Use Languages.
European Centre for Modern Languages.
7. Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language
Integrated Learning in Bilingual and Multilingual Education. Macmillan Education.
8. Nikula, T. (2016). CLIL in higher education: Content and language integration and student
experiences. Language Learning Journal, 44(1), 40-54.
