VietTESOL International Convention 2026

Content and Language Integrated Learning (CLIL) has been viewed as an innovative approach to equip students with both competencies and language skills. However, efficient use of CLIL requires specialized training to overcome relevant challenges. This paper aims at exploring the perceptions of English pre-service teachers on different aspects of CLIL including its opportunities, challenges and requirements, along with their readiness to implement CLIL in their future teaching practices. The participants of the study were 129 English-majored students at a state university in the north of Vietnam. They had been introduced about CLIL in advance through some courses related to teaching methodology. Questionnaire and in-depth interview were used as data collection instruments to obtain both quantitative and qualitative data which were then analyzed statistically and thematically, respectively. The results reveal that English pre-service teachers held positive perceptions of CLIL, considering it as an effective way to foster both content and language development. CLIL is believed to enhance student engagement and support language skills. While a number of the participants showed their initial readiness to integrate CLIL in English teaching, they also identified obstacles such as limited teaching time and students’ low English proficiency. Also, they emphasized the need for further training to apply CLIL effectively in their future teaching practice. Consequently, the findings suggest that teacher-education programs should provide more CLIL-oriented training to enhance pre-service teachers’ pedagogical readiness and practical implementation skills.