CLIL, EMI, and ESP in Bilingual Education: A Case Study from a Czech Primary School

Bc. Nicole McEvoy

Master's thesis

Abstract:

This Master’s Thesis focuses on the different teaching approaches of a Czech bilingual primary school. It showcases the link between approaches such as Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and English Medium Instruction (EMI), their connections and uses across different age groups and language proficiency levels, along with the qualifications of the respondents. This study aims to investigate how bilingual teachers understand, apply, and adapt these models in practice. Through a qualitative case study, semi-structured interviews were conducted with six teachers to explore these teaching methods within a real-world educational setting. The findings suggest that while CLIL is a recognized framework, teachers often operate fluidly between CLIL, EMI, and ESP based on students’ language proficiency and the teacher’s competency. Collaboration with Czech colleagues and flexible curriculum structures play a critical role in shaping bilingual pedagogy. The study highlights the evolving nature of bilingual education, where hybrid practices challenge strict methodological boundaries and reveal the dynamic interplay between content and language in classroom environments.

Abstract:

This Master’s Thesis focuses on the different teaching approaches of a Czech bilingual primary school. It showcases the link between approaches such as Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and English Medium Instruction (EMI), their connections and uses across different age groups and language proficiency levels, along with the qualifications of the respondents. This study aims to investigate how bilingual teachers understand, apply, and adapt these models in practice. Through a qualitative case study, semi-structured interviews were conducted with six teachers to explore these teaching methods within a real-world educational setting. The findings suggest that while CLIL is a recognized framework, teachers often operate fluidly between CLIL, EMI, and ESP based on students’ language proficiency and the teacher’s competency. Collaboration with Czech colleagues and flexible curriculum structures play a critical role in shaping bilingual pedagogy. The study highlights the evolving nature of bilingual education, where hybrid practices challenge strict methodological boundaries and reveal the dynamic interplay between content and language in classroom environments.

Keywords

CLIL, ESP, EAP, EMI, Bilingual Teaching, Institutional Support, Collaboration, Content teachers, Language teachers

Language used: English

Date on which the thesis was submitted / produced: 21. 5. 2025

Thesis defence

• Date of defence: 16. 6. 2025
• Supervisor: Mgr. Jitka Sedláčková, Ph.D.
• Reader: Mgr. Jana Kubrická, Ph.D.

Masaryk University

Faculty of Arts

Master programme / field:
Upper Secondary School Teacher Education in English Language and Literature / Upper Secondary School Teacher Education in English Language and Literature