CLIL: DELVING ITS IMPLEMENTATION IN TRIHITA ALAM ECO SCHOOL
Abstract
To be global citizen who possess good characters, strong physical and mental health, schools are supposed to equip pupil’s proper education which promotes mindfulness and wellbeing as well as English as a widely used international language. Trihita Alam Eco School is a school in Bali which implements CLIL in its curriculum framework which embeds child-focused and play-based learning. The pilot study of this paper is to investigate how CLIL was implemented in the school and the emerging strengths and weaknesses of implementing CLIL. To gain the data, observation, interview, and online questionnaire were employed, then the obtained data were analyzed and securitized qualitatively. It was found that strong model with greater use of content with some adaptation to the local level in order to respond to the pupils’ conditions was applied. It covered the 4Cs elements of CLIL supported by scaffolding and sustainable learning habituation. Additionally, it was found that the foremost strength of CLIL implementation highlights direct exposure of English language teaching as the target language towards the pupils. The other strengths as well as the weaknesses covered the 4C elements.
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