International and National Experiences in Developing the Professional Competence of Nonphilological Students Through the Clil Approach in English Language Classes
Year: 2026
Type: conference-paper
Abstract: This article explores the role of the Content andLanguage Integrated Learning (CLIL) approach in fostering theprofessional competence of non-philological students (e.g., inengineering, medicine, economics, IT, and other technical/specializedfields) during English language instruction in higher education. The study conducts a comprehensive review of international implementations(primarily in Europe and emerging Asian contexts) and nationalpractices in Uzbekistan. The primary aim is to evaluate how CLILintegrates subject-specific content with language learning to enhanceprofessional communicative competence, including acquisition ofdomain-specific terminology, discourse skills, critical thinking, andintercultural awareness. Employing theoretical analysis, comparativemethodology, literature review, and synthesis of empirical findings, theresearch reveals that CLIL not only strengthens English proficiency butalso deepens professional knowledge, boosts motivation, and preparesstudents for globalized professional environments. Challenges such asteacher training needs and resource availability are also addressed.
Author: Ikromova Muazzam Dilmurod kizi
Institution: Namangan State University
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W7204228894