Abstract
<jats:p>This article examines the theoretical foundations, pedagogical principles, and implementation challenges of the Content and Language Integrated Learning (CLIL) approach in the context of upper-level English language major students. In an era of globalization and increased academic mobility, English has become not only a means of communication but also a core medium of academic discourse. Consequently, the development of academic reading, writing, listening, and speaking skills has become a key priority in higher education. The study analyzes CLIL through major theoretical frameworks, including Vygotsky’s sociocultural theory, Cummins’ BICS and CALP distinction, and content-based language instruction. Particular attention is given to the 4C framework of CLIL – Content, Communication, Cognition, and Culture – which provides an integrative pedagogical structure for language and subject learning.</jats:p>