Abstract
Applying CLIL to English language teaching in Thailand: Issues and challenges
Highlights
There is no perfect teaching approach guaranteed to work every time with every student in an English as a foreign language (EFL) learning environment (Garrido, 2000; Lawson, 2002)
Content and Language Integrated Learning (CLIL) can offer a more natural situation for language development which builds up forms of content learning (Marsh, 2000), since the CLIL approach focuses on meaning rather than form, and on fluency rather than accuracy (Cendoya & Bin, 2010)
Learner motivation is likewise supported by the natural use of language; naturalness is of major importance in CLIL as something that contributes to learners’ success in both language and subject learning (Marsh, 2000)
Summary
There is no perfect teaching approach guaranteed to work every time with every student in an English as a foreign language (EFL) learning environment (Garrido, 2000; Lawson, 2002). There is ever greater emphasis in the importance of teaching and learning English processes in Thailand It seems that self-study English learning will remain difficult to achieve in Thailand since it depends on numerous often lacking factors, such as learners’ concentration, financial support, and advanced technology—as well as time—for success in developing Thai students’ abilities to apply their English skills in their daily lives. Thai English teachers must find a teaching approach well-suited to fulfil all the demands—that learners have high levels of English proficiency, are knowledgeable in subject content, can apply all steps of thinking in cognitive processes, have the ability to communicate with others, and can present their own cultures and learn about other cultures—and encourage the use of English as a medium of communication.
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