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4METHODOLOGY OF SUBJECT-LANGUAGE INTEGRATED TEACHING OF FOREIGN LANGUAGE READING TO UNIVERSITY STUDENTS (ENGLISH)
ANARKULOVA MUKHLISA MURADZHANOVNA
2nd year master's student at Miras University
Annotation. The article explores the methodology of subject-language integrated teaching (CLIL) for developing foreign language reading skills in university students. This approach combines language learning with the study of subject-specific content, creating an immersive educational environment that enhances both linguistic proficiency and subject knowledge.The methodology emphasizes:
• Content-driven learning: Integrating authentic subject materials to develop reading skills within a meaningful context.
• Language scaffolding: Providing linguistic support to help students comprehend complex texts while gradually improving their vocabulary and grammar.
• Active engagement: Encouraging students to analyze, interpret, and discuss texts, fostering critical thinking and communicative skills.
• Multimodal resources: Utilizing diverse digital and traditional resources to cater to different learning styles and enhance comprehension.
The research highlights the effectiveness of the CLIL methodology in making language learning more engaging and relevant for university students. It underscores the importance of designing tailored reading materials that align with students' academic disciplines while addressing their linguistic challenges.
The findings suggest that integrating subject-language teaching fosters deeper understanding, motivation, and readiness for academic and professional communication in a foreign language.
Key words: Subject-language integrated teaching, CLIL (Content and Language Integrated Learning), foreign language reading, university students, methodology, academic language skills, reading comprehension, content-driven learning, language scaffolding, multimodal resources, discipline-specific texts, critical thinking, communicative competence, linguistic proficiency, higher education pedagogy.
The scientific component at the present stage of the development of public relations, characterized by the expansion of international relations, the command of a foreign language is of particular importance, becoming one of the key components of the professional competence of a specialist of any profession. The professional sphere requires specialists to know and speak one or more foreign languages. The explanation for this need is the inevitable globalization affecting society as a whole. Over the past ten years, integrated teaching of foreign languages and professional disciplines, or subject-language integrated learning, has begun to develop rapidly in European countries. In domestic educational organizations of the higher education system, this technique also finds its place and application. Subject-language integrated learning is one of the most appropriate ways to successfully establish links between the profiling disciplines, as well as to effectively prepare a future specialist to conduct professional communication with colleagues in one of the foreign languages.
Proponents of the considered approach point to its main advantage, manifested in increased motivation on the part of students, as a result of their participation in relevant software projects. However, there are not many studies confirming different degrees of motivation, comparing both traditional foreign language teaching and in the context of subject-language integrated learning. It is necessary to focus on the three most well-known integrated pre-metrical approaches used in the process of teaching a foreign language: - ESP (English for Specific Purposes) - English for special purposes; - CLIL (Content and Language Integrated Learning) - subject-language integrated learning; - EMI (English as Medium of Instruction) - English as a means of learning. Analyzing the work of
researchers in the field of foreign language teaching methods, it can be noted that the preferred approach is CLIL. The process of teaching a professionally oriented foreign language involves the active use of methodological techniques characteristic of all of the above concepts, combining in one way or another purely linguistic terms and special aspects in terms of content. Since these methodological categories have a lot in common with each other, it is necessary to be able to distinguish them [2, pp. 163-166 ].
Modern trends in language learning The Linguistic Encyclopedic Dictionary explains the concept of ESP (English for special purposes) as "a functional variety of language that contributes to a successful and adequate communicative act of specialists in various subject areas" [1, p. 33].
Based on the research carried out by A. Dudley-Evans, the study of the English language using the ESP approach combines preparation for mastering a specific academic discipline, a method of immersion in this discipline and an in-depth course [5, p. 158].
An important task of the ESP program is the formation of students' language competence. The whole learning process contributes to the development and improvement of foreign language communication skills, in which it is possible to assess the level of proficiency in the terminological apparatus, grammatical features and discourse used in the professional field. Subject-language integrated learning (CLIL) arose as a result of the collaboration of the research group with representatives of the scientific community of higher educational institutions in Europe. The methodology under consideration provides for "subject-language integrated learning", which is relevant to any educational program that focuses on two or more subjects [6].
In this regard, the foreign language of students, in which the full course of study is built, is used as a special means of teaching the discipline [4]. It must be remembered that the CLIL methodology contains four "C's": content (content), communication (communication), cognition (thinking abilities), culture (cultural knowledge). Moreover, by establishing the key principles of CLIL, it becomes possible to identify five aspects, the implementation of which takes place in different conditions, taking into account the age of students, the socio-linguistic environment and the degree of immersion in this teaching methodology. Such aspects are: cultural, social, linguistic, subject, educational (highlighted by me - V.G.). Applying the considered methodology in practice in the conditions of the educational organization of the higher education system, some of its advantages were identified, as well as a number of problems of its integration into the educational process. It is important to note a significant increase in motivation for learning a foreign language among students as a result of the use of subject-language integrated learning. Students study the language purposefully, because the language helps them solve certain communicative tasks. In the context of situational foreign language communication, students are not always able to demonstrate the necessary level of knowledge in various fields of professional activity (for example, law, culture, politics, etc.), without possessing a sufficient level of knowledge of a foreign language.
The scientific component of This leads to the inability to communicate on professional topics. It follows from this that foreign language communication within the framework of professional activity acquires priority importance. Students have the opportunity to get acquainted with the cultural values of the country of the studied language, which contributes to the formation of their socio-cultural competence. There is a so-called immersion into the atmosphere of natural linguistic reality as a result of the development of a sufficiently large volume of language tools by students. It is worth noting that the study of topics of various profiles helps the process of studying special terminological vocabulary, specific structures of the studied foreign language, contributing to the expansion of the lexical stock of students with terminology of a certain subject area, and also helps the successful study and use of acquired knowledge and skills in the future.
Many educational organizations of the higher education system have experience in organizing and holding international scientific and practical conferences in a foreign language, followed by the publication of a collection of scientific articles by students, masters, and postgraduates on topical issues of scientific research, which undoubtedly represents an effective way to increase motivation to learn foreign languages, form a foreign-language communication the competence of students, since
participation in such forums involves not only the implementation of research on a specific topic, the preparation of a publication based on the results of studying scientific material, but also the translation of scientific material, writing an abstract in a foreign language being studied, speaking to an audience with a multimedia presentation representing the final project of the student's experimental activity [3].
Thus, the application of the methodology of subject-language integrated learning contributes to the development of intercultural communication skills; the formation of an international worldview among students, which anticipates the equality of all nations and peoples living on planet Earth. In addition, the CLIL methodology provides an opportunity to analyze the subject taking into account different angles of view, gain access to special terms in a foreign language, increase the competence of the studied foreign language, develop and improve oral communication skills, diversify the methodological base of the discipline taught, and most importantly, increase the motivation of students.
The methodology of subject-language integrated teaching (CLIL) for foreign language reading offers a comprehensive approach to developing linguistic and academic competencies in university students. By merging subject-specific content with language instruction, this methodology creates a meaningful and immersive learning environment that fosters deeper engagement and motivation. Key outcomes of implementing this methodology include:
• Improved reading comprehension through exposure to authentic and discipline-specific
texts.
• Enhanced critical thinking and analytical skills as students engage with complex materials.
• Development of communicative competence within an academic and professional context.
• Greater readiness for real-world applications of foreign language skills in specialized fields. The findings underscore the importance of tailoring teaching strategies to align with students'
academic needs and linguistic levels. Additionally, the integration of multimodal resources and scaffolding techniques supports diverse learners, ensuring effective acquisition of both content and language.
Overall, the subject-language integrated approach is a powerful tool for preparing university students to meet the demands of globalized education and professional environments. It highlights the interconnectedness of language and content, paving the way for a more holistic and practical language learning experience.
LITERATURE
1. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
2. Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Education.
3. Grabe, W., & Stoller, F. L. (2020). Teaching and Researching Reading (3rd ed.). Routledge.
4. Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. John Benjamins Publishing.
5. Lasagabaster, D., & Sierra, J. M. (2010). "Immersion and CLIL in English: More Differences than Similarities." ELT Journal, 64(4), 367-375.
6. Pérez-Cañado, M. L. (2012). "CLIL Research in Europe: Past, Present, and Future." International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.
7. Klimova, B. F. (2014). "Developing Reading Skills in Foreign Language Learning through Content and Language Integrated Learning." Procedia - Social and Behavioral Sciences, 116, 143-147.
