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

2.2 CLIL and One-to-One Classes………………………………………... 30

CONCLUSION …………………………………………………………….47

THE LIST OF THE USED LITERATURE……………………………...49

Introduction

Content and Language Integrated Learning (CLIL) has become a focus of attention in recent years, particularly in the state sector in various countries and on the interface with the private school and university sector. CLIL is the subject of ongoing debate in the UK national press, and was one of the main centres of attention at last year’s IATEFL conference. Along with the processes of joint political, economic and cultural activity and increased mobility across borders has come the realisation that a united Europe contains a huge diversity of languages and that if successful and continued expansion is to take place, communication pays a central role.

When the term Content & Language Integrated Learning (CLIL) was adopted in Europe during 1994, the experts involved strongly believed that it represented futuristic education founded on historically significant good educational practice. There was doubt about whether it would spread from isolated centers of innovation, or very specific regions, into mainstream education as a whole. There was also a large question mark over whether this type of educational experience would flourish in the larger countries of Europe. But there was consensus, amongst practitioners and researchers, that the initial research outcomes of various CLIL models were too positive for it to be side-lined as another passing educational ‘fad’.