LINGUISTIC AND PHILOLOGICAL DIMENSIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING IN MULTIDISCIPLINARY EDUCATION

Abstract

In the era of globalization and educational internationalization, Content and Language Integrated Learning (CLIL) has emerged as both a pedagogical strategy and a philological paradigm. CLIL unites subject-specific learning with foreign language acquisition, thereby strengthening academic competence while fostering intercultural and linguistic development. From a philological standpoint, it represents an interdisciplinary framework where language, culture, and cognition interact within the educational process.

The purpose of this study is to examine the linguistic and philological foundations of CLIL, with a particular focus on its role in developing bilingual and multilingual competencies, promoting intercultural communication skills, and safeguarding linguistic diversity. Methodologically, the research employs theoretical analysis, comparative review of existing studies, and examination of case-based classroom practices in both science and humanities education.

The findings highlight that CLIL not only supports subject learning and language acquisition but also enhances critical thinking, academic literacy, and cross-cultural competence. Results further indicate that successful implementation requires systematic teacher training, methodological adaptation of resources, and integration of digital technologies alongside authentic and culturally relevant texts. Challenges such as teacher preparedness and curriculum alignment are also discussed, emphasizing the need for institutional support.

This research contributes to the understanding of CLIL as a comprehensive educational approach that bridges philology and pedagogy. Its scientific value lies in framing CLIL as an interdisciplinary model, while its practical significance is reflected in the development of effective teaching strategies for multilingual and multicultural contexts. The study concludes that CLIL should be recognized not merely as a teaching method but as a philological paradigm that connects language, culture, and education in response to the demands of global communication and lifelong learning.