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The aim is to assess how the CLIL method enhances language learning in Uzbek schools.

June 28, 2026Open Access

The Use and Results of the Clil Method in Uzbek Schools

Key Points

The aim is to assess how the CLIL method enhances language learning in Uzbek schools.
Analysis of pedagogical research and case studies from local schools in Uzbekistan.
Focus on teaching subjects through a foreign language, primarily English.
Evaluation of students' attitudes, motivation, and language acquisition.
Students exhibit a generally positive attitude toward learning methods using CLIL.
Notable improvements in motivation and natural language acquisition were observed.
Significant barriers include the need for specialized teacher training and context-sensitive materials.

Abstract

This article examines the implementation and impact of the Content and Language Integrated Learning (CLIL) methodology within the secondary and primary education sectors of Uzbekistan. Drawing on recent pedagogical research and case studies from local schools, the study highlights how teaching subjects like art, science, or history through a foreign language (primarily English) enhances students' communicative competence and cognitive flexibility. The findings reveal a generally positive attitude among learners, with improved motivation and natural language acquisition through context-based learning. However, the article also identifies significant barriers to broader success, including the urgent need for specialized teacher training, the development of context-sensitive materials, and institutional support to overcome linguistic gaps between students and subject matter.

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