This article explores the theoretical and practical aspects of the concepts “content” and “context” in two modern language teaching approaches - Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL). In the process of language learning, content refers to the instructional material, while context represents the conditions under which the material is learned. Based on literature analysis, methodological approaches, and learning outcomes, the paper demonstrates how these two categories function within an integrative language teaching framework. The results confirm that the harmony of context and content in CBI and CLIL approaches contributes to the development of learners’ communicative and professional competencies.

Context, content, CBI, CLIL, integration

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