Teachers' Perceptions of Content and Language Integrated Learning (CLIL) in an Islamic Educational Context: A Qualitative Case Study in East Java, Indonesia

This study investigates the perceptions of teachers regarding the implementation of Content and Language Integrated Learning (CLIL) within an Islamic educational context, specifically at al-Multazam Islamic Boarding School in Mojokerto, East Java. Employing a qualitative case study approach, the research explores the dual benefits of integrating language and content instruction, alongside the challenges unique to bilingual education in a religious setting. Data were collected through classroom observations and semi-structured interviews with four teachers, focusing on their experiences, instructional strategies, and attitudes towards CLIL. Thematic analysis revealed four key themes: enhanced teaching engagement, intrinsic motivation for professional development, the teachers' role as language models, and challenges related to language proficiency and resource availability. While teachers expressed a generally positive view of CLIL’s impact on student learning, they also highlighted the need for targeted professional development and culturally relevant resources. The findings provide insights into the potential of CLIL in Islamic educational settings and suggest strategies for more effective bilingual education. These results have implications for educators and policymakers seeking to integrate language learning with content instruction in culturally specific contexts.