Clil methodological principles integration into the teaching of content subjects in English
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Introduction. With the increasing importance of bilingual education, the teaching of content subjects in English has gained considerable significance worldwide. This has brought challenges for teachers in charge of teaching these subjects due to distinct factors which have influenced the integration of CLIL principles in the teaching of content subjects. Objective. In this regard, this study aims to analyze the presence of CLIL methodological principles in existing content subject classrooms. Methodology. For this purpose, this research project was based on a qualitative design. Data was collected through interviews via zoom with seven English teachers from a private school in Ecuador purposefully selected, because they have taught content subjects in English. For the analysis of the data, the interview transcripts were used, and a thematic analysis using codes was conducted. All the datasets were organized using the software; Taguette. Results. The outcomes of the study revealed that CLIL methodological principles are not noticeably integrated currently due to several factors such as the lack of teacher training, low awareness of the CLIL approach, and matters of time and resources. Conclusions. Addressing these challenges will help teachers broaden their knowledge and enhance their teaching practice. Hence, there is room for improvement in the process of implementing the teaching of content subjects in English.
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