CLIL APPROACH IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
Keywords:
CLIL; English as a Foreign Language; bilingual education; content-based instruction;Abstract
Content and Language Integrated Learning (CLIL) has become an innovative
and effective approach in teaching English as a Foreign Language (EFL). It integrates
subject content and language learning, enabling students to acquire linguistic
competence while simultaneously developing subject knowledge. This article explores
the theoretical foundations, pedagogical principles, and practical implications of CLIL
in primary and secondary education. Drawing on the framework proposed by Do Coyle
and supported by the educational principles of David Marsh, the study examines how
CLIL enhances communicative competence, cognitive development, and learner
motivation. The findings indicate that the CLIL approach significantly improves
students’ language proficiency, critical thinking skills, and intercultural awareness. The
paper concludes that CLIL represents a transformative methodology in modern EFL
classrooms.
References
1.Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language
Integrated Learning. Cambridge: Cambridge University Press.
2.Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends
and Foresight Potential. Brussels: European Commission.
4.Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated
Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
5.Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL. Oxford:
Macmillan Education.
6.Harmer, J. (2007). How to Teach English. Harlow: Pearson Education.
