The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because ofits dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culturewhich should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles andpractice-oriented value. The learning environ-ment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in socio-oriented tasks using a foreign language. To bemore specific, they may participate in joint projects with their peers from other countries or hold videoconferences. Variability and choice of teaching approach lies within the needs of the second-ary school. If a school curriculum is designed inconsistency with CLIL, it is noteworthy to mention that teaching a foreign language as a separate subject gradually ceases being in the timetable,and CLIL becomes a part of school’s educationalprogram. Organizing special educational programs contributes to the formation of learners
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Khusanova, Munis Techear of Linguistics and Literary Studies Department
"HISTORY AND MAIN COMPONENTS OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH (CLIL),"
Philology Matters: Vol. 2019
, Article 9.
Available at: https://uzjournals.edu.uz/philolm/vol2019/iss2/9