Exploring the possibility of applying CLIL in elementary school English education from preservice teachers’ perspectives.

예비교사 인식을 통한 초등영어 CLIL 수업 적용 가능성 탐색

This paper intends to explore the possibility of applying the Content and Language Integrated Learning (CLIL) approach in elementary school English education from preservice teachers’ perspectives. For this purpose, the researcher asked twenty-five preservice elementary school English teachers to respond to a survey about CLIL and analyzed their responses. The results are as follows: preservice teachers’ negative opinions toward CLIL declined after they experienced teaching; they had difficulty planning most of what they valued as important in CLIL lesson planning; they had difficulty teaching English and subject content in some areas of what they valued as important in CLIL instruction. Also, they understood well the characteristics of CLIL lessons and teaching strategies and the differences between CLIL and regular English lessons; they were willing to apply CLIL in subjects such as math and science. The applicability of CLIL in elementary schools is discussed in the results and discussion of this paper.