Gunay Khazail Shiraliyeva

INTEGRATION OF ENGLISH WITH CONTENT IN HIGHER COURSES:  TEACHING STRATEGIES AND CHALLENGES OF THE CLIL MODEL

Abstract. This article examines the theoretical foundations, pedagogical principles, and implementation challenges of the Content and Language Integrated Learning (CLIL) approach in the context of upper-level English language major students. In an era of globalization and increased academic mobility, English has become not only a means of communication but also a core medium of academic discourse. Consequently, the development of academic reading, writing, listening, and speaking skills has become a key priority in higher education. The study analyzes CLIL through major theoretical frameworks, including Vygotsky’s sociocultural theory, Cummins’ BICS and CALP distinction, and content-based language instruction. Particular attention is given to the 4C framework of CLIL – Content, Communication, Cognition, and Culture – which provides an integrative pedagogical structure for language and subject learning.

Keywords: CLIL approach; academic language skills; content and language integration; higher education; English language teaching; pedagogical strategies; teacher training