KURS ISHI

INTRODUCTION In Uzbekistan, the number of English language learners has seen a notable increase, with over 1.5 million students enrolled in various English language programs in general secondary schools as of the 2022-2023 academic year, representing approximately 20% of the total student population [1]. Furthermore, the government's strategic focus on foreign language proficiency, outlined in Presidential Decree No. UP-5749 of 2019, aims to raise the level of English language proficiency across all educational stages, leading to a projected 50% increase in certified English teachers by 2025 [2]. Globally, the market for English language learning was valued at approximately $60.5 billion in 2022 and is projected to reach $110.8 billion by 2030, growing at a compound annual growth rate (CAGR) of 7.8% [3]. This substantial growth underscores the pervasive demand for effective English language education models worldwide, making the investigation of innovative pedagogical approaches, such as Content and Language Integrated Learning (CLIL), particularly pertinent in the Uzbek context. The continued emphasis on English language proficiency in Uzbekistan, driven by global economic integration and the demand for a skilled workforce, necessitates a re-evaluation of traditional teaching methodologies. Despite significant investments and policy initiatives, challenges persist in achieving desired levels of Cognitive Academic Language Proficiency (CALP) among learners, often due to a primary focus on Basic Interpersonal Communicative Skills (BICS) in early stages [4]. Therefore, exploring CLIL as a holistic approach becomes crucial. It offers a potential solution to integrate language acquisition seamlessly with subject matter learning, addressing the gap where language is often taught in isolation, thereby promoting deeper understanding and practical application of both linguistic and content knowledge. David Marsh (1994) is often credited with coining the term CLIL and has extensively researched its conceptual framework, highlighting its dual-focused approach to language and content [5]. Do Coyle (1999) developed the 4Cs framework (Content, Communication, Cognition, Culture), which provides a comprehensive model for CLIL implementation, emphasizing the interconnectedness of these four elements for successful integration [6]. Anna Maljers (2007) investigated the prac ...