CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School


  • Clyde Milton Carlins Jr. Faculty of Education, Siam Technology College
  • Piyathat Siripol Faculty of Education, Siam Technology College



Content integrated language learning, English medium instruction, Teacher training, International school, Non-English teachers


Content Language Integrated Learning (CLIL) and English Medium Instruction (EMI) have been adopted in many institutions ever since the use of English is required for businesses, education, and job opportunities. This results in the establishment and development of international schools countrywide in EFL countries especially in Thailand as an alternative educational route for those wanting to experience an international learning environment and/or simply to enhance English language ability. The aim of this case study is to investigate the context that non-English in-service teachers reflect when teaching in an international school context. Nine participants who are currently teaching in a large international school in Bangkok were recruited for a semi-structured interview on their instructional strategies for non-English subjects. Thematic analysis was used as an approach to thematize the transcript in the pedagogical reflection of CLIL and EMI. Although an international school is expected to fully adopt the EMI practice, the finding shows that most teachers’ teaching practice reflects the CLIL approach. The influence of choosing CLIL as a major approach was due to concerns in readiness relating to essential vocabulary necessary for learning content subjects and students’ native language background. Although a clear boundary of CLIL and EMI could not be clearly defined in current literature, recommendations on future research and teacher’s training are discussed.


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How to Cite

Carlins Jr. , C. M. ., & Siripol, P. (2024). CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School. Community and Social Development Journal, 25(1), 91–102.



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