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

The following tasks have been solved in our course paper:

1. 
   Improving overall target language competence
   
2. 
   Learning the knowledge and skills of the subject
   
3. 
   Building intercultural knowledge and understanding
   

The theoretical meaning.

Ensuring quality of literacy and cognitive development in L1 in the early years, partly re-orienting training of language teachers towards teaching language for subject learning, starting CLIL only after some years of good initial L1-medium education, writing textbooks with L2-medium learners in mind doing small scale piloting of CLIL in a small number of schools to develop policy and practice, scaling up the implementation of CLIL only when it can be seen to be working, teaching only part of the curriculum – one or two subjects – in the L2. Developing a national center of expertise in teaching subjects through L2 in the country’s teacher education community, owned by subject teacher trainers – not language specialists – which would ensure that all relevant subject teacher preparation would be based on language-supportive pedagogy.