Cover not available

Article published In: Journal of Immersion and Content-Based Language Education: Online-First Articles

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

Can Thai students thrive in CLIL classrooms?

ORCiD logo with link | Burapha UniversityChonburi
ORCiD logo with link | Burapha UniversityChonburi
Published online: 8 May 2026
DOI logo with link
https://doi.org/10.1075/jicb.24040.kew
Abstract
This study examines how 25 Thai lower secondary students with limited English proficiency engaged with their first experience of Content and Language Integrated Learning (CLIL) in a logistics-focused lesson. Using video-recorded lessons and classroom observations, the study explores students’ comprehension, participation, and communication across eight sessions. The findings show that students successfully completed visually supported and procedural tasks but struggled with language-intensive activities requiring explanation, classification, or justification. Students frequently relied on Thai and translation tools to manage these challenges, indicating a clear gap between their understanding of the content and the academic English needed for disciplinary communication. The study highlights the importance of gradual task sequencing, explicit language scaffolding, and purposeful L1 integration to support early-stage CLIL implementation. Implications are offered for designing realistic, language-aware CLIL instruction that aligns with the needs of low-proficiency students in the Thai context.
บทคัดย่อ
งานวิจัยชิ้นนี้ศึกษาการมีส่วนร่วมของนักเรียนไทยระดับมัธยมศึกษาตอนต้นจำนวน 25 คนที่มีระดับความสามารถทางภาษาอังกฤษในระดับเริ่มต้นและไม่เคยมีประสบการณ์ในชั้นเรียนแบบบูรณาการเนื้อหาและภาษา (Content and Language Integrated Learning: CLIL) มาก่อน โดยทำการศึกษาผ่านบทเรียนที่มีเนื้อหาด้านโลจิสติกส์ งานวิจัยนี้สำรวจความเข้าใจ การมีส่วนร่วม และการสื่อสารของนักเรียนตลอดระยะเวลา 8 คาบเรียน โดยใช้การบันทึกวิดีโอการจัดการเรียนรู้และการสังเกตชั้นเรียน ผลการศึกษาพบว่านักเรียนสามารถปฏิบัติกิจกรรมที่มีสื่อทัศนภาพสนับสนุนและกิจกรรมเชิงกระบวนการได้อย่างมีประสิทธิภาพ อย่างไรก็ตาม ยังคงปรากฏอุปสรรคในกิจกรรมที่ต้องอาศัยทักษะทางภาษาขั้นสูง เช่น การอธิบายความ การจำแนกประเภท และการให้เหตุผลเชิงตรรกะ ซึ่งผู้เรียนมักใช้ภาษาแม่ (ภาษาไทย) และเครื่องมือแปลภาษาเป็นกลยุทธ์ในการก้าวข้ามข้อจำกัดทางภาษา ซึ่งแสดงให้เห็นถึงช่องว่างที่ชัดเจนระหว่างความเข้าใจในเนื้อหากับทักษะภาษาอังกฤษเชิงวิชาการที่จำเป็นสำหรับการสื่อสารในเนื้อหาสาระ งานวิจัยนี้ชี้ให้เห็นถึงความสำคัญของการจัดลำดับกิจกรรมการเรียนรู้แบบค่อยเป็นค่อยไป การสนับสนุนทางภาษาอย่างชัดเจน และการบูรณาการภาษาแม่อย่างมีเป้าหมาย เพื่อสนับสนุนการจัดการเรียนรู้แบบบูรณาการเนื้อหาและภาษาในระยะเริ่มต้น นอกจากนี้ยังมีข้อเสนอแนะในการออกแบบการจัดการเรียนการสอนแบบบูรณาการเนื้อหาและภาษาที่สามารถนำไปใช้ได้จริงและคำนึงถึงข้อจำกัดทางภาษา เพื่อให้สอดคล้องกับความต้องการของผู้เรียนที่มีระดับความสามารถทางภาษาจำกัดในบริบทของประเทศไทย
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Content and Language Integrated Learning (CLIL)
    • 2.2Challenges for students in CLIL classrooms
    • 2.3Challenges in implementing CLIL in Thailand
    • 2.4Scaffolding in CLIL context
    • 2.5L1 in CLIL classrooms
  • 3.Methodology
    • 3.1Context of the study and participants
    • 3.2CLIL lesson design
    • 3.3CLIL lesson plan
      • Sessions 1–2: Introduction with visual aids
      • Sessions 3–4: Building on initial vocabulary with gradual complexity
      • Sessions 5–6: Practical application
      • Sessions 7–8: Critical Thinking and problem-solving
    • 3.4Data collection and data analysis
  • 4.Findings
    • 4.1Engagement with low-complexity and practical tasks
    • 4.2Challenges with academic language and cognitive demands
    • 4.3Use of L1 and machine translation for managing task demands
  • 5.Discussion
    • 5.1Students’ Engagement with low complexity and practical tasks
    • 5.2Understanding the CALP Gap and linguistic readiness in CLIL
    • 5.3Recognising the role of L1 and translation tools in CLIL learning
    • 5.4Implications for CLIL implementation in Thailand
  • 6.Conclusion
  • References
References (62)
References
Alimi, M. Y. (2018). The use of content and language integrated learning (CLIL) as conservation education methodology: An experience from State University of Semarang, 030007. Google Scholar logo with link to Google Scholar
Barrios, E., & Acosta-Manzano, I. (2022). Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual and Multicultural Development, 43(7), 665–678. Google Scholar logo with link to Google Scholar
Basterrechea, M., & Leeser, M. J. (2019). Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness, 28(2), 97–113. Google Scholar logo with link to Google Scholar
Beatty-Martínez, A. L., Parafita Couto, M. C., Ameka, F. K., & Aboh, E. O. (2025). Codeswitching. In Reference Module in Social Sciences. Elsevier. Google Scholar logo with link to Google Scholar
Boonsuk, Y., & Ambele, E. A. (2020). Who ‘owns English’ in our changing world? Exploring the perception of Thai university students in Thailand. Asian Englishes, 22(3), 297–308. Google Scholar logo with link to Google Scholar
Bulté, B., Surmont, J., & Martens, L. (2022). The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils. International Journal of Bilingual Education and Bilingualism, 25(9), 3151–3170. Google Scholar logo with link to Google Scholar
Carlins Jr., C. M., & Siripol, P. (2024). CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School. Rajabhat Chiang Mai Research Journal, 25(1), 91–102. Google Scholar logo with link to Google Scholar
Carloni, G. (2018). English-Taught Programs and Scaffolding in CLIL Settings: a Case Study. Google Scholar logo with link to Google Scholar
Cenoz, J. (2013). Discussion: Towards an educational perspective in CLIL language And, policy and pedagogical practice. International Journal of Bilingual Education and Bilingualism, 16(3), 389–394. Google Scholar logo with link to Google Scholar
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: Journal of Language Teaching and Learning in Thailand, 51(January-June), 15–38. [URL].
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. Google Scholar logo with link to Google Scholar
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL : Content and Language Integrated Learning. Cambridge University Press. Google Scholar logo with link to Google Scholar
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies Teaching for Deeper Learning. Cambridge University Press. Google Scholar logo with link to Google Scholar
Cummins, J. (1980). Psychological assessment of immigrant children: Logic or intuition? Journal of Multilingual and Multicultural Development, 1(2), 97–111. Google Scholar logo with link to Google Scholar
(2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 487–499). Springer US. Google Scholar logo with link to Google Scholar
Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. In D. Werner & L. Volkmann (Eds.), Future Perspectives for English Language Teaching (pp. 139–157). Carl Winter.Google Scholar logo with link to Google Scholar
Dalton-Puffer, C., & Nikula, T. (2014). Content and language integrated learning. The Language Learning Journal, 42(2), 117–122. Google Scholar logo with link to Google Scholar
De Smet, A., Mettewie, L., Hiligsmann, P., Galand, B., & Van Mensel, L. (2023). Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism, 26(5), 534–553. Google Scholar logo with link to Google Scholar
Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285–300. Google Scholar logo with link to Google Scholar
Domalewska, D. (2017). Discourse Analysis of Teacher Talk: Code Switching in Content and Language Integrated Learning (CLIL) Classrooms in Thailand. Asian Journal of Education and E-Learning, 5(2). Google Scholar logo with link to Google Scholar
Ducar, C., & Schocket, D. H. (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate. Foreign Language Annals, 51(4), 779–795. Google Scholar logo with link to Google Scholar
Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198–208. Google Scholar logo with link to Google Scholar
Field, M., Kitajima, T., Chulikhit, Y., Jarukamjorn, K., & Porasupattana, S. (2020). Do Academic Content Gains from a CLIL Course Compare to Content Gains in a L1 Course?: A Preliminary Study of a Pharmaceutical Biotech Course. The International Journal of Learning in Higher Education, 27(1), 1–14. Google Scholar logo with link to Google Scholar
Gallagher, F., & Colohan, G. (2017). T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom. The Language Learning Journal, 45(4), 485–498. Google Scholar logo with link to Google Scholar
García, O., & Li, Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Gerns, P., & Mortimore, L. (2025). Towards exploratory talk in secondary-school CLIL: An empirical study of the cognitive discourse function ‘explore.’ Language Teaching Research. Google Scholar logo with link to Google Scholar
Goris, J., Denessen, E., & Verhoeven, L. (2019). The contribution of CLIL to learners’ international orientation and EFL confidence. The Language Learning Journal, 47(2), 246–256. Google Scholar logo with link to Google Scholar
Guo, Z., & Feng, Q. (2024). An Ethnographic Case Study: Exploring an Adult ESL Learner’s BICS and CALP Proficiency Disparity. Forum for Linguistic Studies, 6(4), 215–230. Google Scholar logo with link to Google Scholar
Kaewngam, S., Chauvatcharin, N., & Kewara, P. (2020). CLIL in Genetics: Class Activity and English Language Usage in Classroom. Scholar: Human Sciences, 12(1), 347–361.Google Scholar logo with link to Google Scholar
Kanoksilapatham, B., & Khamkhien, A. (2019, July 5). CLIL: Enhancing Engineering Research Article Reading Skills and Vocabulary Knowledge. Proceedings of The International Conference on Applied Research in Education. Google Scholar logo with link to Google Scholar
Kewara, P. (2017). Phrasebook: A Way Out for CLIL Teachers in Thailand. Latin American Journal of Content & Language Integrated Learning, 10(1), 49–73. Google Scholar logo with link to Google Scholar
Kewara, P., & Prabjandee, D. (2018). CLIL Teacher Professional Development for Content Teachers in Thailand. Iranian Journal of Language Teaching Research, 6(1), 93–108. Google Scholar logo with link to Google Scholar
Kovacikova, E. (2019). Development of speaking at primary schools through CLIL. XLinguae, 12(2), 17–26. Google Scholar logo with link to Google Scholar
Kubrická, J. (2021). CLIL (Content and Language Integrated Learning) for Pre-service Teachers of Science: Scaffolding in Lesson Planning. Proceedings of the Conference on the Didactics of the Sciences DidSci+ 2021, 61–68. Google Scholar logo with link to Google Scholar
Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1–21. Google Scholar logo with link to Google Scholar
Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: more differences than similarities. ELT Journal, 64(4), 367–375. Google Scholar logo with link to Google Scholar
Li, J. (2023). A sociocultural perspective understanding the role of L1 in the learning of L2 through TBLT and CLIL pedagogical approaches. Journal of Language Teaching, 3(4), 11–19. Google Scholar logo with link to Google Scholar
Lialikhova, D. (2019). “We can do it together!” — But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL. Linguistics and Education, 541, 100764. Google Scholar logo with link to Google Scholar
Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89. Google Scholar logo with link to Google Scholar
Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teacher, 441, 64–77. Google Scholar logo with link to Google Scholar
Lo, Y. Y. (2015). How much L1 is too much? Teachers’ language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270–288. Google Scholar logo with link to Google Scholar
Madrid, D., & Pérez Cañado, M. L. (2018). Innovations and Challenges in Attending to Diversity through CLIL. Theory Into Practice, 57(3), 241–249. Google Scholar logo with link to Google Scholar
Mahan, K. R. (2022). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 50(1), 74–88. Google Scholar logo with link to Google Scholar
Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2021). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism, 24(3), 401–418. Google Scholar logo with link to Google Scholar
Marsh, D., & Wolff, D. (2007). Diverse Contexts — Converging Goals (D. Marsh & D. Wolff, Eds.). Peter Lang D. Google Scholar logo with link to Google Scholar
Mehisto, P., Marsh, D., & Jesùs Frigols, M. (2008). Uncovering CLIL. Macmillan Education.Google Scholar logo with link to Google Scholar
Merino, J. A., & Lasagabaster, D. (2018). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 21(1), 79–92. Google Scholar logo with link to Google Scholar
Milán-Maillo, I., & Pladevall-Ballester, E. (2019). Explicit Plurilingualism in Co-taught CLIL Instruction: Rethinking L1 Use (pp. 191–213). Google Scholar logo with link to Google Scholar
Mozayan, M. R. (2015). BICS & CALP Revisited: A Critical Appraisal. International Journal of Educational Investigations, 2(9), 103–111.Google Scholar logo with link to Google Scholar
Muniroh, S., Widiati, U., Karmina, S., Indah Silvia, D., & . N. (2023). Clil Models to Develop Students’ Communication Skills Based on Their Attitudes Toward Reading. KnE Social Sciences. Google Scholar logo with link to Google Scholar
Nashaat-Sobhy, N., Mestre-Mestre, E. M., & MacDonald, P. (2024). A review of a decade of scaffolding practices for learning in CLIL science classrooms. Journal of Immersion and Content-Based Language Education. Google Scholar logo with link to Google Scholar
Nikula, T. (2016). CLIL: A European Approach to Bilingual Education. In N. Van Deusen-Scholl & S. May (Eds.), Second and Foreign Language Education (3rd ed., pp. 1–14). Springer International Publishing. Google Scholar logo with link to Google Scholar
Olsson, E., & Sylvén, L. K. (2024). Cross-curricular CLIL projects in Swedish middle school. Nordic Journal of Language Teaching and Learning, 11(3), 348–361. Google Scholar logo with link to Google Scholar
Pavón Vázquez, V., & Ramos Ordóñez, M. del C. (2019). Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22(1), 35–48. Google Scholar logo with link to Google Scholar
Phantharakphong, P. (2012). English Learning Styles of High and Low Performance Students of the Faculty of Education, Khon Kaen University. Procedia — Social and Behavioral Sciences, 461, 3390–3394. Google Scholar logo with link to Google Scholar
Sohn, B., dos Santos, P., & Lin, A. M. Y. (2022). Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings. RELC Journal, 53(2), 355–370. Google Scholar logo with link to Google Scholar
Suwannoppharat, K., & Chinokul, S. (2015). Applying CLIL to English language teaching in Thailand: Issues and challenges. LACLIL, 8(2), 237–254. Google Scholar logo with link to Google Scholar
Tapia, L., & Vega, M. (2024). The Impact of Content Learning Integrated Language (CLIL) on the Speaking Skill in the EFL Classroom at the Secondary Level. Religación, 9(40), e2401220. Google Scholar logo with link to Google Scholar
Vega, M., & Moscoso, M. (2019). Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom. Latin American Journal of Content & Language Integrated Learning, 12(1), 144–176. Google Scholar logo with link to Google Scholar
Villabona, N., & Cenoz, J. (2022). The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum, 35(1), 36–50. Google Scholar logo with link to Google Scholar
Yuan, L., & Lo, Y. Y. (2023). CLIL and professional development. In The Routledge Handbook of Content and Language Integrated Learning (pp. 160–176). Routledge. Google Scholar logo with link to Google Scholar
Zheng, J. (2024). Research on the Design of Junior High School English Reading Course Under CLIL Concept. The Educational Review, USA, 8(7), 989–994. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue