Resumen de CLIL in teaching Spanish for specific purposes in Thailand: Courses and pedagogical proposals

Fuangket Tongwanchai, Chadchavan Sritong

• This article explores the role of Content and Language Integrated Learning (CLIL) in enhancing the teaching of Spanish for Specific Purposes (SPS) in Thai higher education. Through a qualitative and reflective approach based on documentary analysis and the systematization of teaching experience, the study examines the SPS course offerings at four Thai public universities and identifies the main opportunities and barriers to CLIL implementation. Findings reveal a growing diversification of SPS courses aligned with key sectors such as tourism, health, and business. However, challenges persist, including limited teacher training, a lack of context-sensitive materials, and the need for curricular coherence. In response, the article proposes strategies adapted to the Thai context: continuous professional development, collaborative material creation, integration of digital tools, dual-mode assessment, and the promotion of intercultural competence. CLIL is presented not merely as a methodology, but as a pedagogical vision that promotes critical thinking and professional integration. The article also highlights comparative experiences from other multilingual contexts and calls for further empirical research to assess the impact of CLIL-based SPS programs on student performance, engagement, and employability.