INTERNATIONAL AND NATIONAL EXPERIENCES IN DEVELOPING THE PROFESSIONAL COMPETENCE OF NONPHILOLOGICAL STUDENTS THROUGH THE CLIL APPROACH IN ENGLISH LANGUAGE CLASSES
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Abstract
This article explores the role of the Content and
Language Integrated Learning (CLIL) approach in fostering the
professional competence of non-philological students (e.g., in
engineering, medicine, economics, IT, and other technical/specialized
fields) during English language instruction in higher education. The study conducts a comprehensive review of international implementations
(primarily in Europe and emerging Asian contexts) and national
practices in Uzbekistan. The primary aim is to evaluate how CLIL
integrates subject-specific content with language learning to enhance
professional communicative competence, including acquisition of
domain-specific terminology, discourse skills, critical thinking, and
intercultural awareness. Employing theoretical analysis, comparative
methodology, literature review, and synthesis of empirical findings, the
research reveals that CLIL not only strengthens English proficiency but
also deepens professional knowledge, boosts motivation, and prepares
students for globalized professional environments. Challenges such as
teacher training needs and resource availability are also addressed.
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References
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