The effectiveness of various teaching approaches – conversation-based instruction (CBI), task-based language teaching (TBLT), and content and language integrated learning (CLIL) – in fostering all-encompassing student development that includes both language competency and subject matter comprehension is examined in this article. The study looks at how these integrated educational techniques go beyond isolated, conventional language instruction to produce rich, real-world, and stimulating learning settings. While the CLIL framework specifically integrates language learning with academic material, addressing the dual barrier of learning a subject in a non-native language, conversation and task-based tactics promote authentic language use and problem-solving abilities. The transition to integrated approaches improves students’ motivation, critical thinking, and transferable abilities, according to an annotation of important literature. The results encourage the adoption of a dual-focused curriculum in which language is employed as a tool for topic acquisition as well as a means of communication.

Conversation-Based Instruction, Task-Based Language Teaching (TBLT), Content and Language Integrated Learning (CLIL)

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Abdullaeva Shakhlo Sayfievna: PRINCIPLES OF INTEGRATING LEARNING, International Journal of Pedagogics (ISSN – 2771-2281) Volume 02 Issue 11 Pages: 76-81