The Integration of a CLIL-Based English Curriculum in Thai Primary Schools: Opportunities, Challenges, and Developmental Guidelines

Abstract

This article aims to present the approaches to integrating the English curriculum based on Content and Language Integrated Learning (CLIL) in Thai primary schools, as well as to analyze the opportunities and challenges of implementing this approach within the Thai educational context. CLIL is a pedagogical framework that combines subject content learning with English language acquisition through four core components: Content, Communication, Cognition, and Culture. It focuses on developing learners’ linguistic proficiency and critical thinking skills simultaneously. The synthesis of relevant literature indicates that effective approaches to CLIL curriculum development for primary schools in Thailand include: (1) aligning with the Basic Education Core Curriculum as a foundation; (2) designing learning units based on the 4Cs framework; (3) determining appropriate levels of CLIL intensity according to school contexts; and (4) promoting continuous teacher development through Professional Learning Communities (PLCs). The key success factors for CLIL implementation comprise eachers’ readiness, the availability of appropriate learning materials and resources, administrative support, and assessment systems that evaluate both language and content outcomes. However, several challenges remain, such as limited English proficiency among teachers, insufficient teaching materials, and disparities between urban and rural schools. This article proposes both policy and practical recommendations to enhance CLIL as a pivotal mechanism for improving the quality of English education in Thai primary schools.