Implementing CLIL in Myanmar: Upper Secondary Content Teachers’ Perspectives and Readiness Across Urban and Rural Settings
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Abstract
This study investigated the perspectives of upper secondary content teachers regarding Content and Language Integrated Learning (CLIL) and their willingness to implement it in Myanmar. Six science teachers using English-language textbooks—three from an urban setting (Yangon) and three from a rural setting (Mau-bin)—participated in the study. Using a qualitative case study design, data were collected through semi-structured interviews after teachers were introduced to CLIL concepts, the 4Cs framework, and sample teaching materials. The findings indicated that urban teachers held positive perspectives on CLIL and showed strong willingness to adopt CLIL-based practices, viewing the approach as beneficial for enhancing content understanding, English use, student motivation, and critical thinking. By contrast, rural teachers expressed more cautious and varied perspectives, citing concerns related to limited English proficiency, large class sizes, examination-oriented assessment, and insufficient training. Overall, the teachers’ willingness to implement CLIL was shaped by contextual constraints and perceived instructional readiness. The study highlighted the need for systematic and context-sensitive CLIL training to support effective implementation in Myanmar’s upper secondary content classrooms.
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Interviews
Teacher 1. (Pseudonym) (2024, January, 14). Interview. Biology teacher in an upper secondary school in Yangon. Online interview conducted at a university in Yangon.
Teacher 2. (Pseudonym) (2024, January, 14). Interview. Physics teacher in an upper secondary school in Yangon. Online interview conducted at a university in Yangon.
Teacher 3. (Pseudonym) (2024, January, 14). Interview. Chemistry teacher in an upper secondary school in Yangon. Online interview conducted at a university in Yangon.
Teacher 4. (Pseudonym) (2024, January, 14). Interview. Physics teacher in an upper secondary school in Mau-bin. Online interview conducted at a university in Yangon.
Teacher 5. (Pseudonym) (2024, January, 14). Interview. Chemistry teacher in an upper secondary school in Mau-bin. Online interview conducted at a university in Yangon.
Teacher 6. (Pseudonym) (2024, January, 14). Interview. Biology teacher in an upper secondary school in Mau-bin. Online interview conducted at a university in Yangon.
