INTEGRATING ENVIRONMENTAL AWARENESS INTO ENGLISH LANGUAGE LESSONS: A CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) APPROACH
DOI:
https://doi.org/10.5281/zenodo.15356574Keywords:
CLIL, environmental awareness, English language teaching, EFL, integrated learning, ecological literacy, UzbekistanAbstract
This thesis explores how environmental awareness can be effectively integrated into English language instruction through the Content and Language Integrated Learning (CLIL) approach. In a time when environmental issues are at the forefront of global concerns, equipping students with both language skills and ecological knowledge is vital. The study examines how CLIL can be applied in EFL (English as a Foreign Language) classrooms to promote critical thinking, environmental responsibility, and communicative competence simultaneously. Through sample lesson plans, teacher observations, and student feedback, the research highlights the benefits and challenges of combining content learning with language acquisition in the Uzbek educational context.
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