PROMOTING CLIL-BASED LEARNING MANAGEMENT FOR STUDENTS IN THE MATHEMATICS AND ENGLISH PROGRAMS AT ROI ET RAJABHAT UNIVERSITY

Abstract

This study presents a pragmatic framework to enhance Content and Language Integrated Learning (CLIL) for students in the Bachelor of Education program for Mathematics and English at Roi Et Rajabhat University. This initiative aligns with national strategies and policies for developing 21st-century teachers. The article analyzes the curriculum context and relevant learning theories to develop an appropriate instructional approach, with a strong emphasis on applying the 4Cs framework (Content, Cognition, Communication, Culture) as the primary structure. A key focus of this article is co-teaching between subject-matter experts in mathematics and English, presented as a highly effective strategy for overcoming the challenges of instructor expertise in complex subjects. The article outlines the specific roles of each instructor in the co-teaching process. It introduces a variety of co-teaching models that instructors can apply in practice, such as One Teach, One Assist, Parallel Teaching, Station Teaching, and Team Teaching. Additionally, it examines the benefits that students can derive from co-teaching, including the development of academic English proficiency (EAP), enhanced understanding of subject content, and more natural classroom engagement. In conclusion, integrating CLIL and co-teaching into the curriculum not only strengthens students' language abilities but also fosters a dynamic learning environment that cultivates critical thinking and communication. This innovative approach plays a vital role in preparing future teachers to become competent, adaptable, and sustainable educators in the 21st century.