Education of the republic of uzbekistan termiz state university department of english language and literature

The practical value.

Some of the positive points about CLIL made in the research are that it does not negatively affect learning of a content subject; it can enhance it.can enhance language proficiency. Can enhance students’ motivation, language retention, involvement and risk taking may help those boys who see language learning as ‘something that girls do’ to learn language.

CHAPTER I Techniques for Teaching Young Learners

1. 
   Effective CLIL Lesson Planning: What Lies Behind It
   

CLIL (Content and Language Integrated Learning) is the term used to describe a methodological approach to teaching foreign languages in which foreign language teaching is integrated with subject teaching. This is not a new approach in Europe, it has been practiced for about three decades, and the term was first officially used in the 1990s. The 2006 EURYDICE publication “Content and Language Integrated Learning

(CLIL) at school in Europe” shows that CLIL programmes have started in most EU member countries and are being developed both at primary and secondary levels as part of mainstream school education or within pilot projects.

Although it has become a global phenomenon, CLIL is still not widespread: it does not exist on general basis, but is rather offered to a minority of pupils in individual subject syllabuses. CLIL is mostly implemented in secondary schools and the learners do not necessarily need to be proficient in English to cope with the non-language subject (Graddol, 2006: 86). Foreign language teaching is usually integrated with artistic subjects, physical education or science subjects, either through bilingual/multilingual education, or in classes in which selected subjects are taught through a foreign language, or in classes with specific forms of extended language teaching and teaching of other subjects in a foreign language (ibid.).

The effects of these short-term projects have not been researched, nor is there any national programme for educating CLIL teachers. These unfavourable conditions have not discouraged individual attempts made by EFL teachers to

_______________________________________________________________ 1.Argondizzo, C. (1992). Children in Action; A Resource Book for Language

Teachers of Young Learners. Prentice Hall: New York.

teach subject content at diverse levels, usually in cooperation with subject teachers. My personal experience with primary integrated language teaching is limited to facilitating lesson planning and to observing a few lessons conducted by trainee teachers in local primary schools in the course of trainee teachers’ teaching practice. In spite of being so limited, this experience is valuable in terms of learning how to satisfy all conditions necessary for conducting a successful CLIL lesson.