CLIL TECHNOLOGY: THEORETICAL AND PRACTICAL ASPECTS OF TEACHING BIOLOGY THROUGH A FOREIGN LANGUAGE

Abstract

This article examines the theoretical and practical aspects of implementing
Content and Language Integrated Learning (CLIL) technology in the training of future biology
teachers. The main aim of the study is to identify the effectiveness of integrating biology content
with a foreign language in developing students’ subject and language competences
simultaneously. The research was conducted using a quasi-experimental design involving control
and experimental groups. The findings indicate that CLIL technology has a positive impact on
students’ academic achievement in biology as well as on the development of their English listening
and grammatical skills. The results confirm that CLIL can be considered an effective pedagogical
approach for improving the quality of professional training of future biology teachers in higher
education institutions