Improving the Methodology of Teaching English Based on the Clil Approach: The Case of Information Technology Students

The rapid development of the Information Technology (IT) sector has significantly increased the demand for professionals who possess not only technical expertise but also a high level of English language proficiency. As English functions as the dominant language of global communication in IT, traditional English for Specific Purposes (ESP) methodologies often fail to fully integrate language learning with subject-specific content. This study explores the potential of Content and Language Integrated Learning (CLIL) as an effective methodological framework for improving English language teaching for students of the Information Technology department. The research examines how CLIL-based instruction can enhance students’ linguistic competence, subject-matter understanding, and cognitive engagement by combining language learning with IT-related content. The study focuses on adapting CLIL principles—content, communication, cognition, and culture—to the professional needs of IT students, emphasizing authentic materials, problem-based learning, and task-oriented activities. Special attention is given to the role of English as a medium of instruction in developing professional discourse skills such as technical reading, academic writing, oral presentations, and collaborative communication.