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Types And Application Of Integrative Technologies In Teaching Second Foreign Language

Authors

  • Dilliyev Khurshid

    Lecturer at Journalism and Mass Communications University of Uzbekistan, Independent researcher of Andijan State Pedagogical Institute
    Author

Keywords:

Turkish language teaching, integrative approach, integrative technologies, Content and Language Integrated Learning, Project-based Learning, interdisciplinary approach, communicative competence.

Abstract

This article explores the various types of integrative educational technologies and their application in the context of teaching a second foreign language, with a specific focus on Turkish. The study discusses prominent models such as CLIL (Content and Language Integrated Learning), Project-based Learning (PBL). It also examines how these methods contribute to the development of communicative competence, critical thinking, and intercultural awareness.

References

Ball, P. From theories to practice in CLIL: A text-based approach to CLIL teaching. CLIL Cascade Network. 2012. - Р. 3.

Coyle, D., Hood, P., & Marsh, D. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. 2010. – Р. 36–41.

Khasanova G. K. Features of the student's mental activity //Oriental renaissance: Innovative, educational, natural and social sciences. – 2022. – Т. 2. – №. Special Issue 27. – С. 34-38.

Mehisto, P., Marsh, D., & Frigols, M. J. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Education. 2008. –Р. 29–30.

Родионова, Н.А.. Межпредметные связи как основа интеграции содержания образования. // Современные проблемы науки и образования, №6. 2018. – С. 42.

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Published

2025-08-06

How to Cite

Khurshid , D. (2025). Types And Application Of Integrative Technologies In Teaching Second Foreign Language. TLEP – International Journal of Multidiscipline, 2(3), 6-9. https://tlepub.org/index.php/1/article/view/162