Applying CLIL to English language teaching in Thailand: Issues and challenges

Khwanchit Suwannoppharat; Sumalee Chinokul

doi:10.5294/3163

Autores/as

Khwanchit Suwannoppharat Autor/a English as an International Language Program, Faculty of Arts, Chulalongkorn University, Phatumwan, Bangkok Thailand 10330
Sumalee Chinokul Autor/a Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University

DOI:

https://doi.org/10.5294/3163

Palabras clave:

aprendizaje integrado de contenidos y lenguas extranjeras (AICLE), comunicación en inglés, enseñanza y aprendizaje de idiomas, contexto del inglés como lengua extranjera.

Resumen

La mayoría de los países en el mundo han sido influenciados por las tendencias de la globalización y la interculturalidad; en consecuencia, el idioma inglés y culturas asociadas han llegado a desempeñar un papel más importante en la comunicación global. La investigación educativa, una fuente primaria para la enseñanza de idiomas y el desarrollo de aprendizaje, ha destacado cada vez más la importancia de integrar la lengua y la cultura en los procesos de enseñanza y aprendizaje. Sin embargo, no es fácil para los estudiantes que utilizan el inglés como lengua extranjera (EFL) hablarlo con fluidez en un entorno en el cual se utiliza la lengua muy poco fuera del aula. Los profesores, sin embargo, buscan encontrar el método de enseñanza más adecuado para desarrollar habilidades en el inglés de sus estudiantes con el fin de atender las demandas para inglés en los mercados laborales. En este artículo se analiza la aplicación de AICLE en un contexto EFL—de un estudio de caso en Tailandia—con un énfasis en la explicación del marco y los principios del AICLE y cómo se implementan en Tailandia como directrices para el desarrollo de cursos de inglés como lengua extranjera o de los planes de estudios. Ambas ventajas y desventajas de la aplicación del AICLE se examinan y se aclaran las dificultades para aplicar el AICLE en el aula para ayudar a los profesores de EFL a planificar sus cursos de manera más efectiva.

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Biografía del autor/a

Khwanchit Suwannoppharat, English as an International Language Program, Faculty of Arts, Chulalongkorn University, Phatumwan, Bangkok Thailand 10330

Khwanchit Suwannoppharat is presently a part-time English Lecturer at Prince of Songkla University, Hat Yai Campus, Thailand. She holds a Ph.D. in English as an International Language from Chulalongkorn University in Bangkok, Thailand and an M.Ed. in TESOL from Universiti Sains Malaysia (Gelugor, Malaysia).

Sumalee Chinokul, Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University

Sumalee Chinokul is Director of the Master of Education in English as a Foreign Language international program of the Faculty of Education, Chulalongkorn University (Bangkok, Thailand). She holds a Ph.D. in Applied Linguistics from the University of Sydney (Australia) and an M.A. in English for Non-native Speakers from the University of Central Missouri (Warrensburg, USA)

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