COMMUNICATION AND CULTURE IN CLIL: REFUSAL STRATEGIES AS A TOOL FOR DEVELOPING MULTILINGUAL AWARENESS

Abstract

Content and Language Integrated Learning (CLIL) has emerged as a powerful approach for fostering multilingual competence and intercultural awareness in 21st-century education. Central to CLIL are the components of communication and culture, which shape learners’ pragmatic and discourse skills. Among communicative phenomena, refusal strategies are particularly culturally sensitive, reflecting social norms, politeness conventions, and values embedded in language use.

This study aims to investigate refusal strategies as a communicative and cultural tool within CLIL classrooms, with the objective of exploring their role in developing multilingual awareness. Specifically, it examines and compares the expression of refusals in English and Uzbek literary discourse to identify culturally marked patterns and pedagogical implications.