An Administrative Model to Promote Content and Language Integrated Learning (CLIL) Competency of Mathematics Teachers in Secondary Schools

Abstract

The purposes of this research article were to: 1) study the administrative components for promoting the integrated English learning management of mathematics teachers in secondary schools; 2) examine the administrative guidelines for promoting the integrated English learning management of mathematics teachers in secondary schools; and 3) develop and evaluate an administrative model to promote the integrated English learning management competency of mathematics teachers in secondary schools. The descriptive research methodology was conducted in three steps: 1) studying the administrative components for promoting integrated English learning management through literature synthesis; 2) examining administrative guidelines for promoting integrated English learning management by studying best practices in three outstanding model educational institutions, selected through purposive sampling; and 3) developing and validating the administrative model to promote the integrated English learning management competency of mathematics teachers in secondary schools through a connoisseurship seminar with nine experts.

The research findings revealed that: 1) The administrative components for promoting the integrated English learning management of mathematics teachers in secondary schools consisted of three components: factors affecting administration to promote the integrated English learning management competency of mathematics teachers in secondary schools; administrative processes to promote the integrated English learning management competency of mathematics teachers in secondary schools; and the integrated English learning management competency of mathematics teachers in secondary schools. 2) The administrative guidelines for promoting the integrated English learning management of mathematics teachers in secondary schools comprised six steps: (1) Strategy Analysis & Policy Design, where school administrators utilize vision and analyze school contexts to determine policies and goals aligning with integrated English usage; (2) Master Planning, where administrators plan training, teacher development, and promote the creation of English learning media; (3) Action Implementation, where administrators organize workshops, support actual teaching, and assign mentors for guidance; (4) Reinforcement, where administrators create motivation by awarding prizes, certificates, and showcasing outstanding teacher achievements; (5) Tracking and Evaluation, where administrators supervise, monitor, and evaluate teachers’ English proficiency and student satisfaction; and (6) Reflection for Development, where After Action Reviews (AAR) are conducted for continuous development based on the PDCA concept. 3) Regarding the administrative model to promote the integrated English learning management of mathematics teachers in secondary schools, the developed model consisted of three main components: (1) factors affecting administration to promote the integrated English learning management competency of mathematics teachers in secondary schools; (2) administrative processes to promote the integrated English learning management competency of mathematics teachers in secondary schools; and (3) the integrated English learning management competency of mathematics teachers in secondary schools. This model was validated for propriety by experts, reaching a consensus that the model is of propriety and utility for implementation.