INTEGRATING CLIL CRITICAL INQUIRY AND MOBILE PRACTICE IN UNIVERSITY ENGLISH TEACHING

Abstract

Universities preparing engineers, economists, and other specialists need language teaching that supports disciplinary understanding and purposeful communication. This conceptual article examines how content and language integrated learning (CLIL), critical inquiry through projects, and mobile language applications can be connected in non-language degree programmes. A selective literature synthesis distinguishes language exposure from explicit language instruction and separates app performance from communicative competence. The article proposes a disciplinary inquiry cycle in which students investigate a professional problem, evaluate competing evidence, rehearse useful language, defend a decision, and revise their response. Three project formats translate the cycle into teaching practice. An evaluation design combines independent subject assessment, individual interaction tasks, evidence-based reasoning, and delayed transfer. The central argument is that effectiveness should be demonstrated through what learners can explain, question, and negotiate beyond rehearsed exercises. The proposed model has not been empirically tested; its contribution is a practical and assessable connection between complementary teaching approaches.