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

Student A wrote this poem:

It was a hard day,

I am so tired,

My feet hurt this way,

Clumsily, I make my stay.

Student B:

We run, we chase

will we, will we

win this race?

Student C:

Peck the grains quickly,

Go, go now,

They look at me so strictly,

Maybe, I don’t know how.

Analyzing students’ works, we have realized that there is a close meaningfulness among their literal works and the pieces of music they have listened to previously during the CLIL class. That brought us to the conclusion that students did understand and experienced emotionally the music. We may say that if students’ experience the music emotionally they will comprehend and remember it. Furthermore, we may point out that although every child’s creative piece of written work is precious and valuable, it is not practical to analyze it as a literal piece of work. Instead, the literal piece of work that children produce during these music classes may indicate their musical experiences, musical understanding and possibilities of comprehending crucial parts of the musical piece. For this reason, the interpretation of musical works through some other media, for example literature or art, is significant and necessary activity in primary school.

The purpose of developing language skills in ELT classroom integrated with the contents of Musical education is to put students in a position to experience and recognise the character of the melody, its flow, characteristic rhythmic figures or flutters, musical units, mode as well as to recognise the instruments, and the reason for the composer’s choice of certain groups of instruments. Of course, it is impossible to discover how the composer felt during creating certain musical piece of work, but it is evident that music, as a powerful media, possessing the energy to transfer impulses, vibrations, messages and motifs to listeners. So, we may say that it is possible to recognize music motifs in students’ literal works which,after all, was the aim of the CLIL class.
From a language point of view the CLIL 'approach' offers lots of possibilities to the EL teacher. CLIL aims to guide language processing and support language production in the same way as ELT by teaching students various learning strategies to use both spoken and written language. In order to express their emotions and in order to enhance literal and lexical creativity teachers may use music in the class for example. What is different from ELT is that the language teacher is also the subject teacher, and that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the CLIL teacher training issue which can be accomplished in the classroom.