THE ROLE OF FEEDBACK IN CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

Feedback plays a crucial role in Content and Language Integrated Learning (CLIL), where learners are required to simultaneously acquire subject knowledge and develop foreign language competence. Unlike traditional language instruction, CLIL environments demand a balanced approach to feedback that supports both content understanding and linguistic development. This article explores the multifaceted role of feedback in CLIL classrooms, examining how different types of feedback-corrective, formative, peer-based, and self-reflective-contribute to effective learning outcomes. Drawing on theories of second language acquisition, sociocultural theory, and formative assessment, the study analyzes how feedback facilitates scaffolding, promotes learner autonomy, and enhances communicative competence. The discussion highlights the importance of timing, quality, and adaptability of feedback in CLIL contexts, as well as the role of teachers and learners in the feedback process. The findings suggest that effective feedback in CLIL must be strategic, interactive, and context-sensitive, ensuring that learners can integrate content knowledge with language skills in a meaningful way.