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CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) THROUGH INTERDISCIPLINARY INTEGRATION IN TEACHING ENGLISH

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dc.contributor.authorIbragimova Dilbar Atkhamovna
dc.date.accessioned2025-12-28T12:12:41Z
dc.date.issued2025-12-04
dc.description.abstractThis article analyzes the theoretical and methodological foundations, didactic advantages, and practical opportunities of teaching English through interdisciplinary integration based on the CLIL (Content and Language Integrated Learning) approach. The study examines the content component of CLIL, the principles of parallel development of language skills and subject knowledge, as well as the approach’s impact on learners’ competencies.
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dc.identifier.urihttps://usajournals.org/index.php/6/article/view/1513
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/5256
dc.language.isoeng
dc.publisherModern American Journals
dc.relationhttps://usajournals.org/index.php/6/article/view/1513/1592
dc.rightsCopyright (c) 2025 Modern American Journal of Linguistics, Education, and Pedagogy
dc.rightshttps://creativecommons.org/licenses/by/4.0
dc.sourceModern American Journal of Linguistics, Education, and Pedagogy; Vol. 1 No. 9 (2025); 1-5
dc.source3067-7874
dc.subjectCLIL, interdisciplinary integration, integrated education, English language teaching methodology, content and language integration, competency-based approach, cross-curricular connection, integrative educational model.
dc.titleCLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) THROUGH INTERDISCIPLINARY INTEGRATION IN TEACHING ENGLISH
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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