THE CONTRIBUTION OF CLIL APPROACH TO TEACHINGENGLISH AS A FOREIGN LANGUAGE; EXAMPLE OF FINLAND,POLAND AND TURKEY

Abstract

This study aims to comparatively reveal the contributions of the CLIL (Content and Language Integrated Learning) approach being used in teaching English, in accordance with CEFR4, as a foreign language. In the study, the English education programs of Finland, Poland and Turkey were studied in terms of similarities and differences in the methods carried out. The research was carried out with qualitative research method, comparative education and document analysis patterns. The data and results obtained from the study showed that each method used in teaching English as a foreign language cannot be sufficient on its own. In addition, it is concluded that the use of \"grammartranslation\" method in Turkey should be supported with communication based methods and CLIL approach. In addition, it has been observed that the significant contribution of the CLIL approach, integrated with language teaching methods, which is included in the Finnish and Polish foreign language education programs already, to the process of teaching English as a foreign language has been demonstrated through international assessments. The findings and the results of the study show that Finland and Poland, which provide foreign language education by using communicative methods and the CLIL approach, are significantly successful in this regard, it is also concluded that Turkey should revise the methods used and adapt the CLIL method to achieve better results in teaching English as a foreign language.