English Language Teachers’ Perceptions and Understanding of Content and Language Integrated Learning

Abstract

Content and Language Integrated Learning (CLIL) focuses on content and language objectives in teaching and learning activities. The study has explored the English language teachers’ perceptions of the Content and Language Integrated Learning (CLIL) approach in the context of English language classrooms conducted in urban secondary schools in Kaski, Nepal. The study utilizes the narrative inquiry research design, remaining under the interpretive paradigm of the research. Four English teachers from different schools participated in this exploration, providing valuable insights that followed a systematic process to collect and analyze data. In-depth interviews using open-ended questions allowed for a comprehensive exploration of their perceptions. The study uncovered a multifaceted picture of English language teachers' perceptions of implementing CLIL. Teachers expressed varying awareness of the CLIL approach, highlighting the importance of training and continuing support for professional development. Challenges identified include a lack of training, insufficient CLIL materials, and low English language proficiency among students, hindering effective CLIL instruction. The study suggests that strengthening teacher training, resource allocation, and classroom management strategies can create a more conducive learning environment, fostering the successful integration of the CLIL approach in English language classes. The findings suggest the active involvement of educational authorities in addressing these challenges and promoting the effective use of CLIL for improved language instruction and classroom engagement.