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ZENODO
Published
2025-06-09
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Articles
How to Cite
How to Cite
USING VISUALS, GRAPHIC ORGANIZERS, AND TECHNOLOGY IN CLIL LESSONS
Khidoyatova Shaklo
Lecturer. Tashkent State Pedagogical University, Uzbekistan
Keywords: context, significance, scope, graphic organizers, cognitive support, linguistic support, technology, affordances, language learning, CLIL.
Abstract
The opening paragraph establishes the historical background, statistical significance, as well as importance of the subject. This section additionally brings about the three focus tools and clearly defines the article. This paragraph connects the use of visuals to established learning theories and includes a classroom example for clarification. This section demonstrates how graphic organisers can act as both cognitive and verbal supports, which aligns well with CLIL objectives. The following sentence emphasises the advantageous aspects of modern technology in assisting both subject matter and language acquisition, using actual-world problems technologies as examples. The subsequent section provides concrete suggestions based on theories about education, making the written work useful for educational personnel.
References
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4. Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. European Commission.
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