EFL Pre-Service Teachers’ Perceptions of CLIL

Abstract

This study aims to investigate EFL pre-service teachers' perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the opportunities to integrate language into the content subjects. They believed that CLIL helps students develop both language skills and subject knowledge. However, it was revealed that the difficulties in CLIL implementation concerned content, a combination of culture to the lesson, and language (communication). The factors causing the difficulties were mainly related to teachers' lack of content knowledge, students' low English proficiency, and the difficult content interrelated to the technical vocabulary. Another factor directly related to CLIL was 4Cs integration into the lessons. It can be seen that although the EFL pre-service teachers have taken the CLIL training course, they still find CLIL difficult to apply and cannot make CLIL classes effective. The factors can be a guide to develop the CLIL training in order to produce qualified CLIL teachers. Content subject and language training, principles of 4Cs and of CLIL, as well as how to apply to the lessons should be highly emphasized in the training course.

Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English

“…Our findings highlight that these preservice teachers noted that implementing CLIL in the school requires large amounts of lesson planning and teaching time, as it involves a particular language focus. Teachers spend a long time choosing the appropriate content, designing activities, and adapting and preparing materials (Tachaiyaphum & Sukying, 2017). Therefore, all participants agreed that CLIL is not easy to implement as it is time-consuming (Mehisto et al, 2008) and requires much effort from the teachers.…”

“…This exploratory, descriptive study was carried out using a questionnaire. Since we did not find previous work addressing this particular issue, the questionnaire was elaborated, taking as a reference the interview guide of Arizmendi Tejeda et al (2016), the questionnaire of Tachaiyaphum and Sukying (2017), and our own questions. In addition, it was subjected to expert judgment, after which some questions were included, and others were removed or redefined.…”

Teaching English Vocabulary Using Total Physical Response (TPR) Method

“…Therefore, there are some important differences when researchers observe students in class. At first, they were confused and elemental when the researcher asked them for vocabulary (Tachaiyaphum & Sukying, 2017;Taslim et al, 2019). They are usually silent and afraid to mention the vocabulary themselves.…”

Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School

“…Some previous studies about the implementation of CLIL had been conducted by McDougald (2015), Syzdykbayeva (2017), Tachaiyaphum andSukying (2017), andCampillo et al (2019). According to several previous studies, numerous researchers are exploring the teachers' perception of CLIL implementation.…”

“…According to several previous studies, numerous researchers are exploring the teachers' perception of CLIL implementation. The analysis indicated that the CLIL was helpful for teachers (Johnson, 2012;Puspitasari, 2016;Tachaiyaphum and Sukying, 2017;McDougald, 2015) because it could benefit the students in learning content and language. However, there is a limited study examining students' perception of CLIL implementation in the classroom.…”