CLIL in teaching Spanish for specific purposes in Thailand: Courses and pedagogical proposals

Fuangket Tongwanchai; Chadchavan Sritong

doi:10.30827/portalin.viXV.33698

Authors

Fuangket Tongwanchai Khon Kaen University, Thailand
Chadchavan Sritong Khon Kaen University (Corresponding author)

DOI:

https://doi.org/10.30827/portalin.viXV.33698

Keywords:

CLIL, Spanish for Specific Purposese, Bloom’s taxonomy, Thai universities, higher education

Abstract

This article explores the role of Content and Language Integrated Learning (CLIL) in enhancing the teaching of Spanish for Specific Purposes (SPS) in Thai higher education. Through a qualitative and reflective approach based on documentary analysis and the systematization of teaching experience, the study examines the SPS course offerings at four Thai public universities and identifies the main opportunities and barriers to CLIL implementation. Findings reveal a growing diversification of SPS courses aligned with key sectors such as tourism, health, and business. However, challenges persist, including limited teacher training, a lack of context-sensitive materials, and the need for curricular coherence. In response, the article proposes strategies adapted to the Thai context: continuous professional development, collaborative material creation, integration of digital tools, dual-mode assessment, and the promotion of intercultural competence. CLIL is presented not merely as a methodology, but as a pedagogical vision that promotes critical thinking and professional integration. The article also highlights comparative experiences from other multilingual contexts and calls for further empirical research to assess the impact of CLIL-based SPS programs on student performance, engagement, and employability.

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Author Biographies

Fuangket Tongwanchai, Khon Kaen University, Thailand

Asst. Prof. Fuangket Tongwanchai is currently a Spanish Lecturer of Spanish Section, the Faculty of Humanities and Social Sciences of Khon Kean University with 12 years of teaching experience. She holds a Master’s degree in Teaching Spanish as a Foreign Language and another Master's degree in Advanced Studies in Spanish Language, both from the University of Granada. Her areas of specialization include Applied Linguistics in Spanish Language, with a focus on teaching Spanish as a foreign language and pragmatics.

Chadchavan Sritong, Khon Kaen University (Corresponding author)

Chadchavan Sritong is an Assistant Professor of Spanish at Khon Kaen University, Thailand, and a PhD candidate in Education Sciences at the University of Granada, Spain. He holds both a Propio and an Official Master’s degree in Teaching Spanish as a Foreign Language (Máster de ELE) from the University of Granada. His research focuses on CLIL, comparative translation, and foreign language pedagogy, and he is active in international academic forums.

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