STUDENT TEACHERS’ SELF-ASSESSMENT OF UNDERSTANDING AND IMPLEMENTATION OF CLIL: A CASE STUDY AT PRESIDENT UNIVERSITY

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.