A Model for Content and Language Integrated Learning for English Programs in Saint Paul De Chartres Schools in Thailand

Abstract

Teaching and learning practices were examined across three English programs in St Paul De
Chartres Schools in Thailand to develop an effective CLIL framework, for teaching and learning math, science and social studies. Quantitative & qualitative data collection methods were employed including content analysis of documents and websites. Findings from this revealed that for any CLIL plan to be successful, eight key administrative and teaching practices have to be planned for and in advance of teaching these content subjects. These eight constructs relate to the best methods for teaching content where English is a foreign language and lead to more successful teaching of these subjects. It begins by integrating the language and content curriculum, where content and language teachers communicate, cooperate and prioritize their content and language items so that students receive planned language content support lessons prior to and during content subjects through differentiation, critical thinking skills, questioning and by the use of appropriate materials. Questionnaires for teachers and students and interview data from teachers and program leaders were also employed and the results revealed mostly low scores for these constructs. The findings provide a suitable framework to bridge the gap between these constructs and their results. Further to this, the study suggests a model could contribute to
increased academic support for student’s content development of subjects where language teachers preload students with appropriate academic background language knowledge and study skills that they can build on as an aid, prior to and during the periods of content study.