Tteeaacchhiinngg anguage and literature scientific-methodological journal of the ministry



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Conclusion. 
CLIL is a powerful approach to language education that can improve both language skills and 
content knowledge. By carefully planning and designing lessons, teachers can create engaging and meaningful 
learning experiences for their students. As the world becomes increasingly interconnected, CLIL is a valuable tool 
for preparing students for the global workforce and for promoting cultural understanding.
References
1. Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of 
Applied Linguistics, 31, 182-204.
2. Banegas, D.L. 
(2012a).‘CLIL teacher development: 
Challenges 
and 
experiences’.Latin 
American Journal of Content &Language Integrated Learning,5/1: 46-56.
3. Marsh,D. (2012).‘Contentand LanguageIntegratedLearning 
(CLIL).A Development Trajectory’. Servicio de 
Publicaciones de la Universidad de Córdoba.
4. Canagarajah, S. (2007). Lingua Franca English, multilingual communities, and language acquisition.The Modern 
Language Journal, 91(1), 923–939.
5. Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different?Lan-
guage, Culture and Curriculum, 28(1), 8–24.
6. Massler, U.(2012).‘Primary CLIL 
and 
Its Stakeholders: What Children, Parents and Teachers 
Think 
of the Potential Merits and Pitfalls of CLIL Modules in 
Primary Teaching‘.The 
I n t e r n a t i o n a l J o u r n a l f o r
Innovation Education and Research, 
1/4:36-46.
Durdona Djalilova,
Alisher Navoiy nomidagi o‘zbek tili va adabiyot 
universiteti tayanch doktoranti
PIRIMQUL QODIROVNING “ONA LOCHIN VIDOSI” ROMANIDA 
TEMURIY MALIKALAR 
Annotatsiya: 
Mazkur maqolada o‘zbek adabiyoti vakili Pirimqul Qodirovning “Ona lochin vidosi” romanida temuriy 
malikalar obrazi gavdalantirilgan. Ushbu maqolada malikalar obrazining o‘ziga xos jihatlari tadqiq etilgan. Maqolada kerakli 
adabiyotlardan foydalanilgan.

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