USING THE CLIL APPROACH IN TEACHING ENGLISH TO ECONOMICS STUDENTS

Abstract

The increasing demand for English proficiency among economics students has led educators to explore more effective teaching approaches. One such approach is Content and Language Integrated Learning (CLIL), which combines subject content with language instruction. This study examines the effectiveness of the CLIL approach in teaching English to economics students. It focuses on how integrating economic content into language lessons influences students’ vocabulary acquisition, communication skills, and motivation. The study is based on qualitative classroom observations and analysis of student performance. Findings suggest that CLIL enhances both subject knowledge and language competence, while also increasing student engagement. However, challenges such as cognitive load and teacher preparation are also identified. The study concludes that CLIL is a promising approach for improving English learning outcomes in economics education when properly implemented.