Abstract:
Content Language Integrated Learning (CLIL) has emerged as a significant
methodology in bilingual education, integrating content instruction with foreign or second
language learning. This study explores the implementation of CLIL in Indonesian primary
education, focusing on the knowledge and understanding of pre-service and in-service
teachers from the Study Program of Elementary Teacher Education at President University.
Despite the increasing integration of English into early education, research on CLIL in
Indonesia remains limited, particularly regarding teachers' perspectives and preparedness for
CLIL. This qualitative case study, utilizing purposive sampling, aims to address this gap by
examining teachers' familiarity with CLIL principles and their readiness to apply them in
English-medium classrooms. Data were collected through a questionnaire adopted from
Mcdougal’s (2015) study assessing teachers' knowledge and understanding of CLIL.
Findings reveal a general lack of in-depth understanding among participants, with
difficulties in balancing content and language instruction being prevalent. Teachers
exhibited mixed attitudes towards CLIL, influenced by concerns over language proficiency,
confidence, and the challenges of teaching content in English. The study underscores the
need for targeted professional development to enhance teachers' competence in CLIL, which
could, in turn, improve educational outcomes for students. The research can contribute
valuable insights for educators, students, policymakers, and future researchers, suggesting
further investigation into CLIL's effectiveness and broader application in Indonesia.
