Combining English Language Teaching and Scientific Literacy: The Opportunuties Of Clil Technology

Abstract

In the contemporary globalized world, education systems are increasingly expected to foster both subject-specific knowledge and foreign language competence. The Content and Language Integrated Learning (CLIL) approach has emerged as a powerful pedagogical framework to simultaneously promote content mastery and language proficiency. This article investigates the pedagogical potential of CLIL in integrating English language teaching with the development of scientific literacy among middle school learners. Drawing on classroom-based applications and theoretical insights, the study explores how CLIL contributes to dual learning outcomes, with a particular focus on 6th-grade science education. The findings suggest that when effectively implemented, CLIL fosters deeper cognitive engagement, contextual language use, and enhanced understanding of scientific concepts, thereby offering a promising pathway toward interdisciplinary education.