Content-based language teaching (CBLT) and Content and language integrated learning (CLIL) are encouraged in Thai schools especially for bilingual education programmes. The effectiveness of the two approaches seems well-grounded, regarding that of students’ language and academic achievement. The author was concerned by the lack of research on students’ perspectives of teaching and learning through CBLT and CLIL which seemed to be important for the development of teaching practices and materials responding to students’ need and their learning styles. This research study aimed to develop and implement CBLT/CLIL based textbooks which integrated English and Buddhism. The research study further explored the students’ perspectives after learning through CBLT/CLIL programme to answer the question: ‘What are the perspectives of learning through CBLT/CLIL held by the students?’ 20 students in Grade 1 – 9 who enrolled in the CBLT/CLIL programme at the Sunday school administrated by a temple in Bangkok were the research participants. The source of data was from a 5 Likert-scale questionnaire and the data was statistically analysed by using mean and standard derivation. It was found that the participants had a positive experience in learning CBLT/CLIL programme (x̄ = 4.23, S.D. = 0.34, Good). They evaluated their teacher’s lesson planning, teaching material, teacher’s feedback and teacher’s characteristic of which quality were considered ‘very good’ and ‘good’. The study suggests that the four aspects of teaching and learning through CBLT/CLIL should be further investigated through qualitative methods in order to gain rich information which can be an insightful account of the proper use of CBLT/CLIL approach in the future.
content-based language teaching, content and language integrated learning, bilingual education, integrated learning