DEVELOPING SPEAKING SKILLS OF STUDENTS THROUGH CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING)

Abstract

The effectiveness of Content and Language Integrated Learning (CLIL) in supporting secondary school students' academic oral competency development in an English as a Foreign Language (EFL) setting is examined in this study. This study makes the claim that the dual-focused approach, which combines subject content with target language instruction, offers genuine and cognitively stimulating opportunities for speaking skill improvement. It bases this claim on the theoretical frameworks of second language acquisition and cognitive development within CLIL pedagogy. Over the course of one academic еar, N=240 students from eight CLIL courses in three secondary schools participated in a mixed-methods approach.