Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions

Tashmatova Gulnara Rafailovna

doi:10.37547/tajssei/volume03issue06-20

Abstract

The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely, not to teach each subject separately, but to integrate subjects with others.

Highlights

The modern professional community in the context of globalization and internationalization requires specialists to develop the skills of integrative foreign language communication necessary to establish professional and business communication with representatives of other cultures
The modern educational system faces the task of developing an interdisciplinary methodology of the educational process, which includes simultaneous teaching of a foreign language (FL) and a professional discipline
The development of the process of a language and professional discipline integration has led to the formation of the content-language integrated learning (CLIL) approach

Summary

Tashmatova Gulnara Rafailovna

Teacher Of The Department Of The English Language, Faculty Of Foreign Languages, Fergana State University, Fergana City, Republic Of Uzbekistan Copyright: Original content from this work may be used under the terms of the creative commons attributes 4.0 licence.

INTRODUCTION

MAIN PART

CULTURE cognition

CONCLUSION