The Problem of Students’ Insufficient Participation in the Classroom: Teaching Solution by Content and Language Integrated Learning

Abstract

A learning management process in the English subject is undoubtedly important to develop students' language skills. Teachers are a distinctly important role to design learning management and find a variety of teaching strategies which are appropriate to develop students' English skills. However, there are still some students who encounter struggling problems in learning English. This is a possible result of those students who have roles of an insufficient learning participation in the classroom, three related problems consisting of 1) teacher-centered teaching, 2) lesson content, and 3) learner autonomy in participating in the classroom. These specific problems can be occurred repeatedly if there is not the clearly learning management process of a teacher. The above problems, nevertheless, can be solved by managing learning with the particular method, Content and Language Integrated Learning (CLIL). This technical teaching emphasizes a dual-focused, such as the target language and course content of the subject. The target language will be used as a tool to teach the subject content according to the subject’s learning objectives. Namely, this method will obviously increase both the learning role and enhance the participation of students. The suitable lessons of CLIL can be applied in any real situations and also give learners the opportunity to have the learner autonomy to learn with their aptitude of individual styles. Therefore, this academic article presents the specific problems of students’ roles of the insufficient learning participation in the classroom and also suggests the unique solutions for those three problems by using Content and Language Integrated Learning.