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CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHODS IN
TEACHING LANGUAGE
Ro’zmetova Maftuna Rasulovna
TSUE, Teacher of
“Teaching Foreign languages” department
Abstract:
Content and Language Integrated Learning (CLIL) is an innovative and dynamic
approach to teaching that integrates language learning with subject content. This method enables
students to learn a foreign language while simultaneously gaining knowledge in other subjects
such as science, history, or mathematics. By using CLIL, educators can enhance both language
proficiency and cognitive skills in a more authentic, immersive context. This article explores the
principles, methods, benefits, and challenges associated with CLIL in language teaching.
Keywords:
CLIL, language teaching, language acquisition, content-based instruction, immersive
learning, methodology
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach that
combines language learning with the acquisition of subject knowledge. Developed in Europe in
the 1990s, CLIL has gained popularity globally as an effective method for teaching foreign
languages in a contextual, content-driven way. CLIL is based on the premise that learning a
language is most effective when students are engaged in real-life contexts, making the process
both meaningful and motivating. By focusing on both the content and the language
simultaneously, CLIL offers a unique opportunity for students to develop their linguistic skills
while deepening their understanding of other subjects. CLIL operates on several core principles
that make it an effective method for teaching languages and content. These principles include:
Dual Focus on Content and Language:
The heart of CLIL is the simultaneous learning of
subject content and the target language. This means that learners not only acquire knowledge in
subjects like geography, biology, or history but do so through the medium of a foreign language.
Cognitive Academic Language Proficiency (CALP):
CLIL helps students develop CALP, a more advanced form of language proficiency that involves
the ability to understand and use language in academic and complex contexts. This contrasts with
Basic Interpersonal Communication Skills (BICS), which is more useful for everyday
communication.
Contextual Learning:
CLIL promotes the idea of language being learned in a meaningful, real-
world context. Students encounter language use through subject-specific tasks, which leads to
more effective and practical language acquisition.
Active Learning:
CLIL encourages student engagement by promoting interactive, task-based
learning. Through activities such as group projects, discussions and problem-solving, learners are
able to use language in real situations, thereby improving both their linguistic and cognitive
abilities.
Methods and Strategies in CLIL;
Several teaching methods and strategies are employed in
CLIL to maximize student learning and engagement:
Task-Based Learning (TBL):
Task-Based Learning is a method commonly used in CLIL
classrooms, where students perform tasks that require them to use both language and content
knowledge. For example, students might work together to create a presentation on a scientific
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topic, using the foreign language to discuss the concepts, research, and conclusions. TBL focuses
on real-world tasks, ensuring that language acquisition is both practical and context-based.
Project-Based Learning (PBL):
PBL involves students working on extended projects that
integrate subject content with language practice. In a CLIL environment, students might design a
model of a historical event or produce a documentary about an environmental issue. PBL fosters
critical thinking, creativity, and collaboration while also encouraging the use of the target
language in a meaningful way.
Scaffolding:
In a CLIL classroom, scaffolding refers to the support provided by the teacher to
help students navigate both language and content. This might involve breaking down complex
content into manageable chunks, providing visual aids (e.g., diagrams, charts), and guiding
students in using the language necessary to understand and express ideas related to the content.
Scaffolding is essential in helping students bridge the gap between their current language
abilities and the level required to understand subject content in the foreign language.
Authentic Materials:
Using authentic materials, such as newspapers, scientific articles, videos,
or even real-world documents (e.g., maps or advertisements), is a fundamental aspect of CLIL.
These materials expose students to language as it is naturally used in various contexts, which
enhances both their linguistic and cultural understanding.
Cooperative Learning:
CLIL often incorporates cooperative learning techniques, where
students work in pairs or groups to complete tasks. This method encourages interaction in the
target language, as students negotiate meaning, share ideas, and problem-solve together, thereby
improving both language and content knowledge.
The implementation of CLIL in language teaching offers a range of benefits, both linguistically
and cognitively:
Enhanced Language Proficiency:
By learning a language in the context of subject matter,
students are exposed to language use in real-world scenarios. This exposure helps them develop
more sophisticated language skills, including academic language and terminology specific to the
subject matter.
Cognitive Development:
CLIL promotes higher-order thinking by encouraging students to
engage with complex content while simultaneously using a foreign language.This dual focus
helps students develop critical thinking, problem-solving, and analytical skills.
Cultural Awareness:
Through the exploration of various subjects in a foreign language,
students gain insight into different cultures and perspectives. This fosters greater cultural
awareness and global citizenship, as students are not just learning a language, but also learning to
think critically about the world around them.
Motivation and Engagement:
CLIL creates a dynamic learning environment by involving
students in real-life tasks that are directly related to their interests and future career paths. This
engagement in meaningful, authentic learning experiences helps maintain high levels of
motivation.
Despite its many advantages, CLIL also presents several challenges:
Language Proficiency Barriers:
In CLIL classrooms, students are expected to understand and
communicate in a foreign language, which may be difficult for beginners or intermediate learners.
Teachers need to carefully balance content delivery with language support to ensure that students
are not overwhelmed.
Teacher Expertise:
Effective CLIL teaching requires a high level of expertise from instructors,
not only in language teaching but also in subject-specific knowledge. Teachers must be able to
integrate both content and language in a coherent and engaging way.
Material Adaptation:
Finding or creating appropriate materials that integrate both content and
language can be challenging. In many cases, subject-specific materials may not be available in
the target language, requiring teachers to adapt or create resources.
Assessment:
Assessing students' progress in a CLIL context can be complex, as it involves
evaluating both their language proficiency and their understanding of subject content. Teachers
need to develop comprehensive assessment strategies that account for both of these aspects.
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Content and Language Integrated Learning (CLIL) offers a dynamic and effective approach to
language teaching that integrates language acquisition with subject learning. By emphasizing
authentic, real-world tasks, CLIL fosters the development of both language skills and cognitive
abilities, providing a holistic educational experience. While challenges such as language
proficiency barriers and the need for teacher expertise exist, the benefits of CLIL in terms of
motivation, engagement, and cognitive development make it a promising method for language
teaching in today’s globalized world. For educators and institutions willing to invest in the
necessary resources and training, CLIL represents a forward-thinking approach to preparing
students for the demands of multilingual and multicultural societies.
References:
1.Coyle, D., Hood, P., & Marsh, D. CLIL: Content and Language Integrated Learning.
Cambridge: Cambridge University Press. 2010;
2.Meyer, O. Introducing CLIL: A Framework for the Integration of Language and Content.
London: Pearson Longman. 2009;
3.Marsh, D. CLIL/Content and Language Integrated Learning. University of Jyväskylä, Finland.
2002
