Are They Ready to Speak English with Students? A CLIL Adaptation to Thai EFL Classrooms

Wipada Sutthiroj; Phanatdao Chantarasiri

doi:10.66947/pasaa.v72i1.3178

Authors

Wipada Sutthiroj
Phanatdao Chantarasiri

DOI:

https://doi.org/10.66947/pasaa.v72i1.3178

Abstract

This mixed-methods study investigated the implementation of Content and Language Integrated Learning (CLIL) by 53 fourth-year student teachers in Thai government schools. Quantitative data from structured questionnaires and qualitative insights from semi-structured interviews served as the basis for the analysis. Findings revealed complex challenges that spanned language-related issues, including varied student proficiency levels. Contextual barriers, including insufficient institutional support and resource constraints, were also apparent. Despite these challenges, student teachers adapted by employing scaffolding techniques and multimodal communication, while also relying on peer support systems and engaging in reflective practice. Participants were mostly positive about CLIL as a teaching practice (M = 4.39/5.00). They recognised its benefits for both teacher development and student learning, and unanimously supported the continuation of CLIL requirements. Engaging in practical experience appears to have validated CLIL’s theoretical benefits for the participants. Findings suggest that successful CLIL implementation in Thai EFL contexts requires not only institutional support but also reformed teacher education that emphasises classroom language. Furthermore, successful implementation depends on collaborative efforts and context-specific resource development.

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