The significance of intercultural understanding (ICU) in language teaching and learning has been recognized by many scholars, particular with the rapid development of globalization and integration. Currently, traditional teaching methods appear not to well support for the provision of intercultural understanding to ESP students. In a study, Bicknell (2009) posed the question that why we should teach business English with traditional methods while CLIL (Content Language Integrated Learning) can do it much more effectively. This paper aims to investigate teachers’ beliefs of CLIL in promoting ICU for ESP students, specifically students of Business English and Tourism English; and the challenges they may face when using this model. Data were collected from teachers delivering Business English and Tourism English courses at University of Foreign Language Studies, the University of Danang (UFL_UDN). The results not only indicate how teachers value the effectiveness of CLIL in teaching IC, but also reveal the challenges this method poses to teachers. The implications for tackling the challenges are also suggested in this study, which is believed to enhance teaching and learning quality at ESP Department, UFL-UDN.
Tran Uyen Nhi Nguyen, University of Foreign Language Studies - The University of Danang, Vietnam
Stream: Content and Language Integrated Learning (CLIL)
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