The effectiveness of developing life skills among grade 10–11 students through the CLIL approach

Abstract

This article examines the pedagogical and methodological potential of Content and Language Integrated Learning (CLIL) for developing life skills among Grade 10–11 students in secondary schools. Particular attention is paid to fostering critical thinking, problem-solving, effective communication, collaboration, independent decision-making, and digital literacy through the integration of subject content and foreign language learning. The study explores the four core components of CLIL – content, communication, cognition, and culture – and their relationship with practical life competencies. Examples of integrated classroom activities addressing environmental challenges, financial literacy, healthy lifestyles, and career guidance are proposed. The article also outlines criteria for assessing students' language development and practical performance. The theoretical analysis suggests that CLIL-based instruction may support the application of knowledge in real-life situations, collaborative learning, and responsible decision-making. The proposed recommendations emphasise interdisciplinary integration, communicative engagement, and preparation for further education and employment. Teacher preparedness, appropriate learning materials, differentiated support, and reflective assessment are identified as essential pedagogical conditions for effective implementation.