IMPLEMENTING CLIL IN A THAI TRADITIONAL DANCE CLASS FOR PRIMARY SCHOOL LEARNERS

Abstract

The purpose of the study was to explore the implementation of CLIL in Thai traditional dance in a primary classroom and to explore the use of Natayasub during the implementation of CLIL. The participants were twenty-three learners in grade four and they were purposefully selected. This study was a qualitative study using CLIL (Content and Language Integrated Learning) teaching approach to implement in the study with one sample group. The research instruments used for data collection were the lesson plans, researcher field notes, classroom video observation recording schema, and quizzes. Qualitative data were analyzed using the content analysis method to describe the data. Lesson plans and quizzes were used to explore the extended level of CLIL approach implemented in Thai traditional dance with primary learners and explored the improvement of learners’ language competence after eight sessions. The qualitative findings showed that CLIL implementation was work in some aspect in an online classroom with fourth-grade learners in Thai traditional dance. The enhancement of learners’ language competence has not appeared, and it is unmeasurable after the implementation of CLIL approach. Overview, CLIL approach might not be sufficient enough to implement in an online classroom with this sample group of the study.

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