THEORETICAL FOUNDATIONS AND PRACTICAL PROSPECTS OF AN INTEGRATED APPROACH TO TEACHING UZBEK TO NON-PHILOLOGICAL MAJORS

Abstract

This article analyzes the theoretical foundations and practical prospects of an integrated approach (Content and Language Integrated Learning – CLIL) to teaching the Uzbek language to students studying in non-philological directions of higher education. It considers the problem of the inability of traditional language teaching methods to adequately provide language skills to specialists working in non-philological fields in a professional context. The article comprehensively covers the principles of CLIL technology, its importance in Uzbek language education, and its potential to increase students' motivation and develop professional competencies. Also, based on the relevance of implementing the CLIL approach in the higher education system of Uzbekistan, its advantages, existing obstacles and theoretical recommendations for their elimination are put forward. Keywords: Integrated approach, CLIL, non-philological direction, Uzbek language, higher education, professional competence, language teaching methodology, theoretical foundations.