This article analyzes the theoretical foundations, current experience and practical effectiveness of using the CLIL (Content and Language Integrated Learning) method in secondary schools in Uzbekistan. The study examines the advantages of CLIL in teaching subject content and a foreign language simultaneously, as well as problems related to teacher training, methodological resources and the assessment system. The results show that CLIL develops communicative and cognitive skills in students, helps to master subjects more deeply. At the end of the article, practical recommendations are provided for improving teacher training, improving textbooks and resources, and clarifying assessment criteria for the effective implementation of the method.

CLIL, integrative education, content-based learning, integration of science and language, foreign language teaching, communicative competence, cognitive development, constructivism, competency-based approach, integrative methods, Uzbek education system, pedagogical innovation, teacher qualification, assessment system, learning motivation.

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