IMPLEMENTING CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION INSTITUTIONS
Abstract
The article examines the relevance and challenges of integrating CLIL (Content and Language Integrated Learning) into the higher education system of Uzbekistan. It explores the main obstacles to the successful integration of CLIL, including insufficient foreign language proficiency among teachers, lack of necessary methodological training, differentiated learning, limited resources, assessment bias, and undeveloped curricula and syllabuses. To address these issues, the article proposes the implementation of specialized training for teachers, updating curricula, and improving materials adapted to CLIL needs. The article contains research results based on interviews, surveys, and observations, and emphasizes the need for a systematic and standardized approach to implementing CLIL in Uzbekistan's higher education institutions.
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