Applying CLIL to Enhance English Proficiency in Culinary Vocational Training
DOI:
https://doi.org/10.51713/jotis.2026.61120Keywords:
English language skills, CLIL learning, culinary competencies, tourism, vocational educationAbstract
Language barrier due to lack of practical English proficiency is one of the main reasons tourism and culinary graduates cannot communicate well in international work environment. The paper focuses on the Content and Language Integrated Learning (CLIL) method to be a potential tool in helping students of Denpasar Tourism Academy to develop their English language skills through culinary context. The research used a qualitative case study method with third-semester students of hospitality who were exposed to CLIL-based cooking classes. Data were gathered by means of interviews, observation and documents and thematic analysis was used to analyse them. The results revealed that the use of CLIL significantly improved students' acquisition of culinary vocabulary, phrases, and grammar as well as their willingness to speak English while performing practical work. On the other hand, problems were still found, such as variation in students' language levels and inability of lecturers to function bilingually. To resolve those problems, a number of strategies were suggested such as more intensive cooperation between English and culinary lecturers, language scaffolding, group work, authentic materials, and continuous teacher training. To sum up, CLIL is great way to bring together language and content learning to promote better English language communication as well as culinary skills. Effective usage of this technique calls for detailed preparation, institutional backing, and regular teacher development.
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