ABSTRACT
In Indonesia, the CLIL (Content and Language Integrated Learning) approach has been adopted in various EFL settings. This research scrutinized the teaching practice of student teachers in implementing the CLIL approach in primary schools. Using a case study research design, three pre-service teachers participated purposefully. The data collection involved classroom observation, interviews, and document analysis (lesson plan and student's workbook). Results revealed that the CLIL approach implemented in teaching Science for primary graders seemed to corroborate with the framework of 4C (content, communication, cognition, and culture), such as providing rich input related to subject-specific vocabulary, using translanguaging as a means to scaffold students understanding, involving multimodality of learning recourses to engage students’ interest, stimulating interaction and cooperation through learning activities, and addressing cross-cultural understanding. Further findings highlighted some insights and pedagogical implications for teaching Science through English in Islamic-affiliated primary schools.
