THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
37
THE IMPLEMENTATION OF CLIL APPOACH IN ESP COURSES
IN HIGHER EDUCATION OF UZBEKISTAN
Mamurahon Yuldasheva Bokijonovna
Namangan State University
Senior teacher of Department of Foreign Languages
mamuraxon8588@gmail.com
https://doi.org/10.5281/zenodo.13324797
Abstract:
The present article aims to look at the benefits of implementing Content
and Language Integrated Learning (CLIL) as a new approach in ESP courses in
Uzbekistan Higher Education. Although there are numerous worldwide studies
on the adoption of CLIL, relatively limited research has been done to explore its
implementation in Uzbekistan Higher Education. Initially, the researcher
explored the latest studies on the importance of CLIL in ESP courses and
hypothesized that this approach was more likely to benefit ESP students in non-
linguistic departments. The study involved an ESP instructor of Foreign
Languages Department and 26 biology students of Science Department at
Namangan State University. The purposes of the study was to find out the
effectiveness of teaching language through CLIL pedagogy and clarify the
attitudes towards its implementation from the students’ perspectives. The two
questionnaires were used to analyze the needs of the learners, their views and
effects of language and content learning to enhance the biology students'
professional communicative competence, content learning as well as their
attitudes towards the implementation of CLIL approach. The findings revealed
that the use of CLIL approach in ESP classes increased the students’ motivation to
learn both English and content, and the students in the experimental group felt
more confident in their professional communicative competence. Thus, CLIL has
positive implications on teaching ESP courses in non-linguistic faculties at
universities although there are several challenges of its implementation in Higher
Education in Uzbekistan.
Key words:
Content and Language Integrated Learning (CLIL), English for
Specific Purposes (ESP), Professional Communicative Competence, Biology
students, language learning, Higher Education.
Introduction
It is crucial for future work candidates to establish professional, business, and
social ties with foreign partners and colleagues, and converse with foreign
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
38
specialists in the context of wide international connections with other nations.
The acquisition of a strong command of the English language and the ability to
communicate effectively in professional settings are vitally important in the
competitive work market. Therefore, the demand for learning a foreign language
for work-related reasons has consequently surged in higher education
institutions in recent years. Higher education institutions offer foreign language
instruction with the goal of helping students become proficient communicators
and gain professional proficiency in the language so they can successfully pursue
other professional endeavors.
In Uzbekistan context, the ministry of education has enforced policies
targeted at teaching English as a foreign language starting from kindergartens. In
addition, the Ministry of Higher Education has implemented the integration of
English as the medium of instruction at universities. According to State Education
Standards for Higher Education, English B2 levels are a requisite for students of
non-linguistic majors. Undergraduate and postgraduate students are required to
learn English in order to manage the academic discourse and knowledge of their
disciplines.
One of the most innovative approaches to teach language and content
simultaneously is Content and Language Integrated Learning, commonly known
as CLIL. CLIL is a dual-focused educational pedagogy that integrates language
learning and content learning at the same time (Coyle, Hood and Marsh, 2010).
CLIL allow students to acquire a specific academic subject in the target language,
usually English. Developed in 1990s, CLIL was used by educators and language
instructors as a new approach to meet the changing needs of learners due to the
historical, political and societal influences of the 1980s.
Dalton-Puffer (2011) views CLIL as "an educational approach where curricular
content is taught through the medium of a foreign language, typically to students
participating in some form of mainstream education at the primary, secondary, or
tertiary level". In other words, this approach aims to develop students’
proficiency in an additional language, while also learning subject-matter content.
Building upon the definition and objectives of CLIL, the 4Cs curriculum (Coyle et
al, 2010, p. 41) describes important components for a successful CLIL lesson:
Content: Progression in knowledge, skills and understanding related to
specific elements of a defined curriculum.
Communication: Using language to learn while learning to use language.
Cognition: Developing thinking skills which link concept formation (abstract
and concrete), understanding, and language.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
39
Culture/community: Exposure to diverse perspectives and shared
understandings, which deepen awareness of oneself and otherness.
Through the incorporation of these core components (language, content,
culture/community, and cognition), CLIL instruction has the potential to enhance
students' proficiency in foreign languages and subject-matter content. In addition,
this approach aims to build and reinforce learners’ knowledge of other disciplines
while using the language to solve problems and develop critical thinking.
In Higher Education settings, where students have previously been taught
ESP courses, CLIL programs have been established to attract international
students and improve employability for domestic students (Costa and Coleman
2010). According to some experts, ESP is a specific type of CLIL, and both
approaches improve language and content acquisition at the same time (Jendrych
and Wisniewska 2010). Others, meanwhile, contend that there are notable
distinctions. For example, while CLIL focuses on studying language and subject at
the same time, ESP emphasizes the need to enhance language within a particular
discipline. Additionally, according to Ruiz-Garrido and Fortanet-Gomez (2009),
ESP courses are isolated, primarily focused on the language teacher and student,
and designed to address language demands. Because contextual elements must
be considered for the program to be successful, CLIL engages a wider number of
stakeholders, including discipline teachers and domain experts (Fernandez 2009;
Jendrych & Wisniewska 2010; Ruiz-Garrido & Fortanet-Gomez 2009). Thus, it can
be concluded that CLIL could be considered as a continuum of pedagogical
approaches, which include ESP.
Method
The present research was conducted in a formal tertiary education setting,
Namangan State University (NamSU) in Uzbekistan. ESP courses are taught in
non-linguistic departments as a compulsory course during mainly first and
second academic study year. In most non-linguistic departments ESP curricula
used focuses on teaching academic English and sometimes subject matter topic
inclusion due to the lack of experienced teachers and low level of students’
language proficiency in English.
For the scope of this study, two questionnaires were designed. They were
distributed to first-year twenty-six undergraduate students at the Department of
Natural Science during the fall semester of the academic year 2021-2022, before
the beginning and after completing the ESP course. The first questionnaire is
divided into three sections; that is personal details section, their current English
language use and their attitude and perspectives to learn English. This
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
40
questionnaire is aimed to conduct at the beginning of the course. The second
questionnaire is designed as the course evaluation by the students and their
reflections towards to the implementation of CLIL approach in their ESP course.
The students should not devote more than twenty minutes to fill in both
questionnaires. The respondent is given a set of alternatives in the form of closed
questions, mostly Yes/No and Likert scale type.
Findings and Discussion
Based on the information gathered from the first questionnaire, the students’
profile was revealed. The overwhelming majority of students were male (18 out
of 26 students) and most ranged between 18-20 years old. This was expected as
the specific ESP course is taught in the first year of studies. In addition, as for
language proficiency, more than half of the students thought to be themselves at
B1 level and the others placed themselves at A2 level. Two students were
certificate holders and both of them had previously attended other General
English courses throughout their studies. Also, it can be seen Diagram 1, the large
proportion of learners need to learn English not only for just entertainment,
travelling and obtaining language proficiency certificates, but also, most
importantly, for their professional development. They admitted that they would
have to read English materials, which could not be found in their first language in
order to enrich their knowledge in their specialized field. Furthermore, most of
them planned to do research in their area, write and publish articles in foreign
outlets. Based on the findings, the course curriculum was designed and CLIL
approach was implemented throughout the course for the fall semester.
Diagram 1.
0
1
2
3
4
5
6
Travelling
Professional
development
Obtaining
proficiency
certificates
Entertainment
Students' needs in learning English
Students' needs in learning
English
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
41
The second questionnaire was conducted after completing the course and
it explored the students’ attitudes and perceptions towards CLIL instructional
strategies implemented in the ESP course, attitudes and perceptions towards
possible full CLIL implementation across the curriculum.
The overall data summary showed that students preferred CLIL's dual
focus, which integrates language and content. Overall, the respondents felt that
language and content knowledge development benefited from the integration of
content linked to other curriculum disciplines. Thus, in university contexts, CLIL
aims to support learners' academic development as well as their achievement of
academic language competency (Naves 2009). Additionally, it was clear that
students preferred the use of CLIL techniques and procedures. The vast majority
of students felt comfortable working on assignments requiring active
involvement, teamwork, and research skills, and they valued the more interactive
aspect of learner-centered activities (Ruis-Garrido & Fortanet-Gomez 2009).
According to other research, CLIL techniques and procedures gave students a
variety of chances to exchange ideas and knowledge through social interaction
(Pistorio 2010), which helped them build their social, group, and overall
cooperative learning skills. The findings showed that students' confidence in their
language and topic knowledge had grown, and they felt at ease with CLIL activities
and processes (Wiesemes 2009). Furthermore, students had a strong desire to
acquire the target language, maybe as a result of seeing its use in everyday
situations and the fact that it was useful. The most significant finding, however, is
that most students preferred a medium level of CLIL exposure more than a totally
dual approach or full curriculum application of CLIL. Given students' preference
for collaborative work, certain activities, assignments, or projects could be
coordinated by both language and content teachers (Ruis-Garrido & Fortanet-
Gomez 2009), as experts suggest that CLIL programs require a collaborative effort
from all members involved (Naves 2009). As Carloni (2010) indicates CLIL
involves thorough methodological planning and this should be brought to the
attention of the content teachers, otherwise the quality of teaching and learning
will not reach the objectives.
Conclusion
In conclusion, the participants’ responses to the questionnaire items have led
to important conclusions regarding CLIL implementation in Higher Education.
The findings revealed that the use of CLIL approach in ESP classes increased the
students’ motivation to learn both English and content, and the students in the
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
42
experimental group felt more confident in their professional communicative
competence than their counterparts in the control group. Thus, CLIL has positive
implications on teaching ESP courses in non-linguistic faculties at universities
although there are several challenges of its implementation in Higher Education
in Uzbekistan.
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