Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers’ Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching

Kamonwan Charunsri, Passapong Sripicharn

Abstract


The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.

Keywords


Content and Language Integrated Learning, Training program, Pre-service teacher

Full Text:

PDF

References


Anwer, F. (2019). The effect of activity-based teaching techniques on student motivation and academic achievement. Journal of Education and Educational Development, 6(1), 154-170.

Banegas, D. L. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American Journal of Content and Language Integrated Learning, 8(2), 104-130.

Bundy, L., & Porc, G. (2020). The effectiveness of CLIL for English language learning in Swedish primary schools. Degree Project with specialization in English teaching and learning: Malmo University.

Burton, S. J., Sudweeks, R. R., Merrill, P. F., & Wood, B. (1991). How to prepare better multiple-choice test items: Guidelines for university faculty. Bringham Young University Testing Services and the Department of Instructional Science.

Chansri, C. & Wasanasomsithi, P. (2016). Implementing CLIL in Higher Education in Thailand: The Extent to Which CLIL Improves Agricultural Students’ Writing Ability, Agricultural Content, and Cultural Knowledge. PASAA, 51, 15-38.

Charunsri, K. (2019). The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials. Advances in Language and Literary Studies, 10(4), 125.

Coral, J., & Lleixa, T. (2017). In-service Content and Language Integrated Learning (CLIL) Teacher Development: an Action Research Project in Teachers’ Professional Learning. Wydawnictwo Attyka.

Coyle, D. (2008). CLIL – a pedagogical approach. In N. Van Deusen-Scholl & N. Hornberger. Encyclopedia of Language and Education (2nd ed.). Springer.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL content and language integrated learning. Cambridge University Press.

Creemers, B., & Kyriakides, L. (2013). Using the Dynamic Model of Educational Effectiveness to Identify Stages of Effective Teaching: An Introduction to the Special Issue. Journal of Classroom Interaction, 48(2), 4-10.

Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced Mixed Methods Research Designs. In A. Tashakkori, & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research. Sage.

Czura, A., & Kołodyńska, A. (2015). CLIL Instruction and Oral Communicative Competence in a Primary School Setting. In Cross-cultural perspectives on bilingualism and bilingual education. Wydawnictwo Naukowe Akademi Techniczno-Humanistycznej.

Diezmas, E. (2016). The impact of CLIL on the acquisition of L2 competences and skills in primary education. International Journal of English Studies, 16(2), 81–101.

Education First. (2022).The world’s largest ranking of countries and regions by English skills. [Online] Available: https://www.ef.com/ca/epi/(January 7, 2023).

Fernandez, R. & Halbach, A. (2011). Analysing the Situation of Teachers in the CAM Bilingual Project after Four Years of Implementation. In Y. Zarobe (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Peter Lang.

Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and possibilities. Encuentro, 21, 57- 70.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.

Heine, S. J. (2010). Cultural psychology. In R. F. Baumeister & E. J. Finkel (Eds.), Advanced social psychology: The state of the science. Oxford University Press.

Jitpaiboon, J., & Sripicharn, P. (2022). A Collaborative CLIL Teaching Between ESP Teacher and PR Professionals in English for PR Course. Journal of Institutional Research South East Asia. 20, 194-227.

Kewara, P. (2016). Learning English through CLIL type approach: Concept and perspective for Thai teachers. Journal of Education, 27(1), 28–40.

Kewara, P., & Prabjandee, D. (2018). CLIL Teacher Professional Development for Content Teachers in Thailand. Iranian Journal of Language Teaching Research, 6, 93-108.

Kirkpatrick, A. (2010). English as a Lingua Franca in ASEAN. Hong Kong University Press.

Lorenzo, F., Casal, S. M., & Moore, P. (2010). The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31, 418-442.

Lorenzo, F., Trujillo, F., & Vez, J. M. (2011). Educación Bilingüe: Integración de Contenidos y Segundas Lenguas. Madrid: Síntesis.

Mehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), 93-120.

Modehiran, P. (2017). Effects of Teacher Training Program for Teaching English with ASEAN Content and CLIL Approach on Knowledge, Attitudes, and Application of Knowledge in English Language Teaching of Thailand Local Administration Secondary English Teachers. Research Monograph. Faculty of Education, Chulalongkorn University.

Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 9(11), 139-147.

Pavon, V. (2013). Teachers’ concerns about the introduction of CLIL programmes. Porta Linguarum, 14, 45-58.

Williams, L., Nixon, S., Hennessy, C., Mohon, E., Adams, G., & Gritter, K. (2016). Inspiring to inspire: Developing teaching in higher education. Cogent Education, 3, 1-12.




DOI: https://doi.org/10.7575/aiac.ijels.v.11n.4p.3

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.