Willingness, Proficiency, or Supports? Challenges in Implementing Content and Language Integrated Learning for Taiwan K-12 Teachers

Abstract

After the Taiwanese government launched the Blueprint for Developing Taiwan into a Bilingual Nation by 2030, the Implementation Project of Bilingual Instruction in several domains of primary and junior high school education was promoted by the Taiwan Ministry of Education. Content and language integrated learning (CLIL) is a dual-objective strategy in which students simultaneously acquire language skills and subject knowledge. CLIL has been widely implemented and proven to be successful in European countries. This strategy will become the primary method of bilingual education for instructors in grades K-12. Other non-European countries, such as Latin America and Indonesia, however, found difficulties applying CLIL in class. The issues need to be identified to encourage researchers and practitioners to find solutions. The purpose of this paper is to identify the barriers to implementing CLIL from the perspective of K-12 teachers. We surveyed 102 K-12 teachers in Keelung using a questionnaire. The findings indicate that (1) 49.0% of teachers feel concerned if they are required to teach half of their content in English, (2) 64.8% of teachers are willing to improve their English proficiency in their spare time for implementing CLIL in class, and (3) only 36.3% of teachers are willing to adopt CLIL in class, while 50.0% of teachers are willing to implement CLIL if a teaching assistant system supports them with English course materials. Teaching assistant systems that provide English course materials might influence teachers’ willingness to implement CLIL in class.

Keywords

• content language integrated learning
• bilingual education
• K-12
• technology enhanced