IMPACT OF CLIL ON AN UZBEK BA PROGRAM

Content and language integrated learning (CLIL) is a dual focus educational approach widely used in European primary, secondary and tertiary education institutions in which content subjects included in the mainstream curriculum are taught through a foreign language, usually English. This study investigates the impact of Content and Language Integrated Learning (CLIL) on the academic performance and language proficiency of students enrolled in a Bachelor of Arts program in Uzbekistan. Utilizing a mixed-methods approach, the research examines both quantitative data from test scores and qualitative feedback from student interviews to assess the effectiveness of CLIL in enhancing subject knowledge and English language skills. The findings suggest that CLIL significantly improves students’ comprehension and retention of subject content while concurrently boosting their English language proficiency. The study also identifies challenges, such as the need for specialized teacher training and resource availability, which must be addressed to optimize the implementation of CLIL in the Uzbek higher education context. This research contributes to the growing body of evidence supporting the adoption of CLIL in non-native English-speaking countries and offers practical recommendations for policymakers and educators aiming to improve educational outcomes through integrated learning approaches.