CC BY
1EUKASIA« IOUHM! »' SOCIAL SCIENCE
PHILOSOPHY AND
ARTICLE INFO
EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE
Innovative Academy Research Support Center
IF = 8.165 www.in-academy.uz
BALANCING CRITICAL THINKING AND CLIL METHODOLOGY: PATHWAYS TO EFFECTIVE LEARNING Avazova Mushtari Alisherovna
Second-Year Master's Student, Kimyo International University in Tashkent https://doi.org/10.5281/zenodo.15017752
ABSTRACT
Received: 08th March 2025 Accepted: 12th March 2025 Online: 13th March 2025
KEYWORDS CLIL, Critical Thinking, Educational Methodology, Multilingual Education, Active Learning, Problem-Based Learning.
The integration of Content and Language Integrated Learning (CLIL) has become a widely adopted pedagogical approach, particularly in multilingual education settings. This article explores the synergy between CLIL and the development of critical thinking skills, advocating for a balanced methodology to enhance both content acquisition and cognitive development. The study argues that the combined use of CLIL and critical thinking promotes deeper engagement with subject matter, fosters higher-order cognitive skills, and prepares students for complex problemsolving in both academic and real-world contexts.
БАЛАНС МЕЖДУ КРИТИЧЕСКИМ МЫШЛЕНИЕМ И МЕТОДОЛОГИЕЙ CLIL: ПУТИ К ЭФФЕКТИВНОМУ ОБУЧЕНИЮ
Авазова Муштари Алишеровна
Магистрант второго курса, Kimyo International University in Tashkent https://doi.org/10.5281/zenodo.15017752
ARTICLE INFO
ABSTRACT
Received: 08th March 2025 Accepted: 12th March 2025 Online: 13th March 2025 KEYWORDS
Интеграция обучения контенту и языку (аИ) стала широко распространенным педагогическим подходом, особенно в контексте многоязычного образования. В данной статье рассматривается синергия между аи и развитием критического мышления, подчёркивая необходимость сбалансированного подхода для улучшения как усвоения контента, так и когнитивного роста. Предлагается, что сочетанное использование аи и критического мышления способствует более глубокому вовлечению в изучаемый материал, развивает навыки высшего порядка и готовит студентов к решению сложных проблем как в академической, так и в реальной жизни. TANQIDIY FIKRLASH VA ^^ METODOLOGIYASI O'RTASIDAGI MUVOZANAT: SAMARALI TATIM YO'LLARI Avazova Mushtari AHsherovna, 1кктсЫ киге magistranti, Toshkent shahridagi Ютуо ха!цаго ишуегекей
аи, критическое
мышление,
образовательная
методология,
многоязычное
образование, активное
обучение, проблемно-
ориентированное
обучение.
EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE
Innovative Academy Research Support Center IF = 8.165 www.in-academy.uz
https
ARTICLE INFO
://doi.org/10.5281/zenodo.15017752
ABSTRACT
Received: 08th March 2025 Accepted: 12th March 2025 Online: 13th March 2025
KEYWORDS CLIL, tanqidiy fikrlash, ta'lim metodologiyasi, ko'p tilli ta'lim, faol ta'lim, muammoli ta'lim.
Content and Language Integration Learning (CLIL) ayniqsa ko'p tilli ta'lim sharoitida keng qo'llaniladigan pedagogik yondashuvga aylandi. Ushbu maqola CLIL va tanqidiy fikrlashni rivojlantirish o'rtasidagi sinergiyani ko'rib chiqadi va kontentni o'zlashtirish va kognitiv o'sishni yaxshilash uchun muvozanatli yondashuv zarurligini ta'kidlaydi. CLIL va tanqidiy fikrlashni birgalikda qo'llash o'rganilayotgan material bilan chuqurroq shug'ullanishga yordam beradi, yuqori tartibli ko'nikmalarni rivojlantiradi va talabalarni ham akademik, ham real hayotdagi murakkab muammolarni hal qilishga tayyorlaydi.
Introduction
In the context of globalization, education systems are under increasing pressure to foster not only proficiency in foreign languages but also mastery of academic content. The Content and Language Integrated Learning (CLIL) methodology has emerged as an effective strategy for achieving these goals. CLIL involves the simultaneous teaching of both academic content and a foreign language, providing an immersive learning experience. While CLIL focuses on language acquisition and subject knowledge, fostering critical thinking (CT) skills is equally essential for the holistic development of students. This article aims to examine the integration of critical thinking with CLIL, outlining ways to balance the two to support meaningful learning and cognitive growth.
The CLIL Methodology
CLIL is an educational approach that combines subject-specific content with foreign language instruction, allowing students to learn academic disciplines—such as mathematics, science, or history - through the medium of a foreign language. The key objective of CLIL is to create an immersive, real-world learning environment where language acquisition occurs in tandem with subject matter learning.
Research suggests that CLIL promotes improved language proficiency, enhanced subject comprehension, and heightened student motivation due to its authentic and contextualized learning environment (Coyle, Hood, & Marsh, 2010). However, one challenge of CLIL lies in ensuring that students are not merely learning content in a foreign language but are also engaging critically with that content.
Critical Thinking in Education
Critical thinking is defined as the ability to analyze, evaluate, and synthesize information in a reasoned, reflective manner. It involves questioning assumptions, considering alternative viewpoints, and making informed judgments based on evidence. In the educational context, fostering critical thinking helps students approach complex issues with discernment, moving beyond rote memorization to engage in deeper, reflective learning (Facione, 2015).
In an era characterized by abundant but often unreliable information, critical thinking is vital for students to navigate complex, multifaceted issues. Cultivating critical thinking
EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE
Innovative Academy Research Support Center IF = 8.165 www.in-academy.uz
alongside subject content equips students with the cognitive skills necessary to be active, informed, and reflective participants in both academic and real-world scenarios.
Integrating Critical Thinking with CLIL
Achieving a balance between CLIL and critical thinking involves creating learning environments where both elements complement and enhance one another. Educators can implement various strategies to foster this integration:
Active Learning Approaches
Active learning strategies, such as debates, group discussions, problem-solving tasks, and project-based learning, encourage students to engage critically with both language and content. These activities require students to analyze information, evaluate different perspectives, and defend their views, all while using the foreign language. By engaging in these activities, students develop both cognitive and linguistic abilities simultaneously.
Promoting Reflection
Reflection is a crucial component of critical thinking. In a CLIL context, students can be encouraged to reflect on their learning by comparing new knowledge with prior experiences or by considering how the content applies to real-world scenarios. This process enhances students' ability to refine their understanding, pose meaningful questions, and critically assess arguments.
Interdisciplinary Connections
Integrating interdisciplinary learning further enhances critical thinking by enabling students to make connections between different subject areas. For example, students might use language skills to explore historical events, scientific concepts, or mathematical theories. This cross- disciplinary approach fosters a more holistic understanding of knowledge and promotes the application of critical thinking across diverse contexts.
Encouraging Independent Inquiry
Independent inquiry promotes critical thinking by requiring students to conduct research, evaluate sources, and draw conclusions on their own. In the CLIL framework, students can be tasked with researching a topic in the foreign language, thereby honing their ability to critically assess the relevance of the information and apply it to their learning.
Problem-Based Learning (PBL)
Problem-based learning is a student-centered approach that involves tackling complex, open- ended problems. Through PBL, students engage with real-world issues that require both language proficiency and critical thinking skills. This method encourages students to analyze problems, brainstorm solutions, and present their findings, thus facilitating both cognitive and linguistic development.
Benefits of Integrating Critical Thinking with CLIL
Deeper Learning. By integrating critical thinking with CLIL, students move beyond passive learning and engage in active, thoughtful analysis of both content and language. This deeper engagement leads to better long-term retention and a more profound understanding of the material.
Development of Transferable Skills. The combination of critical thinking and CLIL helps students develop a range of transferable skills, including problem-solving, analytical thinking,
EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE
Innovative Academy Research Support Center IF = 8.165 www.in-academy.uz
effective communication, and decision- making. These skills are essential not only in academic settings but also in professional and real- world scenarios.
Holistic Cognitive Development. Integrating content, language, and critical thinking contributes to the holistic development of students. It enables them to build not only subject-specific knowledge but also the cognitive and metacognitive skills required to navigate complex global challenges. Conclusion
The integration of critical thinking with CLIL offers a powerful pedagogical approach that prepares students for the demands of an increasingly complex, interconnected world. By balancing the acquisition of content knowledge with the development of critical thinking skills, educators can foster a learning environment where students are not only linguistically proficient but also capable of analyzing, synthesizing, and applying information in meaningful ways. This synergy between critical thinking and CLIL equips students with the cognitive tools necessary for academic success and real-world problem-solving, promoting a more engaged, reflective, and independent approach to learning.
References:
1. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
2. Facione, P. A. (2015). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. The Delphi Report.
3. Cummins, J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. In Street, B. & Hornberger, N. H. (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 2, pp. 71-83). Springer.
4. Swain, M. (2006). Languaging, Agency and Collaboration in Advanced Second Language Proficiency. In Byrnes, H. (Ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp. 95-108). Continuum.
5. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters. (pp. 57-89 - когнитивное развитие и билингвальное образование)
6. Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 235-253). Newbury House.
