Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions
Tashmatova Gulnara RafailovnaTeacher Of The Department Of The English Language, Faculty Of Foreign Languages, Fergana State University, Fergana City, Republic Of Uzbekistan
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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.
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