The article examines the CLIL approach as a methodological basis for integrating subject content and language learning. CLIL is analyzed as a dual-focused model in which learners acquire disciplinary knowledge through a foreign or second language while simultaneously developing communicative, academic, and cognitive language skills. The article pays special attention to lesson design, scaffolding, interactive methods, assessment, and the role of the 4Cs framework.
| Mualliflar | Khudjamova, Khusnora, Худжамова, Хуснора, Xudjamova , Xusnora |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-05-25 |
| Jild | 4 |
| Son | 5/S |
| Betlar | 21-26 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol4-iss5/s-pp21-26 |
DOI: 10.47689/2181-3701-vol4-iss5/s-pp21-26 · Maqolaning asl sahifasi
CLIL, интеграция содержания и языка, предметное обучение, языковая компетенция, скаффолдинг, интерактивные методы, билингвальное образование, модель 4C, CLIL, content and language integration, subject learning, language competence, scaffolding, interactive methods, bilingual education, 4Cs framework, CLIL, mazmun va til integratsiyasi, fan ta’limi, til kompetensiyasi, tayanch berish, interfaol metodlar, ikki tilli ta’lim, 4C modeli
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