Implementing CLIL Materials to Promote Intercultural Competence  in an English Program in Thailand

Sirirat Suriya; Punwalai Kewara; Denchai Prabjandee

doi:10.62819/bej.2026.3182

Authors

Sirirat Suriya Lecturer, Teaching English as a Global Language Program, Faculty of Education, Burapha University, Chonburi, Thailand.
Punwalai Kewara Assistant professor at the Faculty of Education, Burapha University, Chonburi, Thailand.
Denchai Prabjandee Assistant professor at the Faculty of Education, Burapha University, Chonburi, Thailand.

DOI:

https://doi.org/10.62819/bej.2026.3182

Keywords:

content and language integrated learning, intercultural competence, CLIL materials, secondary school students

Abstract

This study aimed to design and implement CLIL lesson plans based on Coyle’s 4Cs framework and Byram’s (1997) model to promote intercultural competence (IC), and to examine the observed development of IC through four types of materials: ready-made, authentic, teacher-brought, and student-brought. The participants were 35 Grade 12 students at a secondary school in eastern Thailand. The study adopted a qualitative research design, employing classroom video recordings and the researcher’s reflections as data sources. Thematic Analysis was used to analyze the researcher’s reflective journals and the classroom video recordings. The analysis followed a systematic coding process to identify patterns related to IC. The findings revealed that all four types of CLIL materials contributed to students’ intercultural competence, particularly in developing attitudes of openness and curiosity. Among these, student-brought materials were found to be the most effective in fostering intercultural engagement, as they encouraged learners to research, present, and reflect on cultural behaviors and practices. The study concludes that integrating diverse materials within the CLIL framework can promote IC and provide meaningful, context-rich language learning experiences in secondary classrooms.

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