The Potential of CLIL for Promoting Critical Thinking Skills in Thailand
Keywords:
CLIL, Teaching model, Critical thinkingAbstract
Abstract
Content and Language Integrated Learning (CLIL) can promote critical thinking skills through different tailored teaching approaches by considering the CLIL framework. This article aims to raise awareness of the use of CLIL in promoting undergraduates’ critical thinking skills in educational institutions in Thailand, as well as to propose the teaching model underlying the 4Cs Framework of CLIL. The literature review covers the principles and advantages of CLIL, critical thinking and CLIL, the application of the CLIL model of 4Cs’ integration, and the potential for promoting critical thinking skills in Thailand. The proposed CLIL teaching model indicates three stages: input, process, and output. At the stage of input, Content and Culture will play a significant role in receiving knowledge. During the stage of the process, Cognition will be emphasized by identifying knowledge and language. Finally, the stage of output will focus on Communication during students’ tasks. The proposed steps are merely three rough steps underlying the CLIL principles. However, the detailed steps to follow may require needs analysis, individual differences, and practitioners’ individual techniques. Anyhow, further studies should focus more on the implementation of the CLIL model in actual classrooms.
Keywords : CLIL, teaching model, critical thinking
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