The Role of Teachers in the Success of Content and Language Integrated Learning Instruction in Primary Education
Article Sidebar
Main Article Content
Abstract
This study showed the study findings on the role of teachers in the success of Content and Language Integrated Learning (CLIL) instruction in primary education, emphasizing the integration of language skill development with effective subject-specific learning. The implementation of CLIL in primary education has been proven to enhance higher-order thinking skills, communication abilities, and cultural awareness. The 4Cs framework (Content, Communication, Cognition, Culture) serves as a foundation for designing curricula and activities that enable students to connect their knowledge with real-life contexts. However, the adoption of CLIL in Thailand faces several challenges, such as a shortage of proficient teachers in both language and subject content, as well as a lack of quality training programs. Research findings suggested that teacher development through practical training workshops, the creation of specialized teaching materials, and the establishment of international collaboration networks are essential. Additionally, teachers play a critical role in fostering a learning environment that stimulates analytical thinking and promotes active learning. The conclusion of this study highlights the significance of teachers in designing meaningful activities that integrate language and content while also building a sustainable foundation for CLIL education in the context of Thailand.
Article Details
References
กรรณิการ์ บุญขาว. (2567). การส่งเสริมการสอนภาษาอังกฤษผ่านแนวคิดการเรียนการสอนแบบบูรณาการเนื้อหาและภาษา (CLIL) สำหรับครูโรงเรียนตำรวจตระเวนชายแดนในภาคตะวันออกเฉียงเหนือ ที่มีผลต่อพฤติกรรมการเรียนรู้ของนักเรียน. วารสารครุศึกษา มหาวิทยาลัยราชภัฏอุดรธานี, 6(2), 1–15.
กัลยา จันทร์พราหมณ์. (2563). การพัฒนาหลักสูตรรายวิชาเพิ่มเติมกลุ่มสาระการเรียนรู้ภาษาต่างประเทศ (ภาษาอังกฤษ) ตามแนวการสอนแบบบูรณาการเนื้อหาและภาษา (CLIL) สำหรับนักเรียนชั้นประถมศึกษาปีที่ 6. วารสารวิชาการมหาวิทยาลัยการกีฬาแห่งชาติ, 12(3), 84-94.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Anggraini, N. S. S., Munir, A., & Purwati, O. (2023). The implementation of CLIL at primary school: Teacher’s perspectives and challenges. EDUKASIA: Journal Pendidikan dan Pembelajaran, 4(2), 991–1000.
Antropova, S., Poveda Garcia-Noblejas, B., & Carrasco Polaino, R. (2021). Teachers’ efficiency of CLIL implementation to reach bilingualism in primary education. Revista Estilos de Aprendizaje, 14(27), 6–19.
Banegas, D. L., & del Pozo Beamud, M. (2022). Preparing future teachers for CLIL: An in-depth investigation of three cases. British Council.
Campillo-Ferrer, J.-M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). CLIL teachers’ views on cognitive development in primary education. Palgrave Communications, 6(97).
Chen, H.-C. (2023). Teaching CLIL to primary school students under Taiwan’s bilingual 2030 plan. TESOL Communications, 3(1).
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Estrada, J. L., & Segura, N. (2022). Analysis of CLIL teaching sequences for primary education. Revista Interuniversitaria de Formación del Profesorado, 98(36.2), 275–295.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan Education.
Reinoso Montoya, O. I. (2023). Content and language integrated learning (CLIL) to develop writing skills in English. CHAKIÑAN. Revista de Ciencias Sociales y Humanidades, 20(196–209).
Setyaningrum, R. W., & Purwati, O. (2020). Projecting the implementation feasibility of CLIL approach for TEYL at primary schools in Indonesia. Journal of English Educators Society, 5(1). 23–30.
Waloyo, A. A., Khoiriyah., & Farah, R. R. (2021). Teachers’ perception to CLIL and web-based material implementation in a primary school. English Review: Journal of English Education, 9(2), 227–234.
Wahyu S. R., & Purwati, O. (2020). Projecting the implementation feasibility of CLIL approach for TEYL at primary schools in Indonesia. Journal of English Educators Society, 5(1), 23–35.
