IDENTIFYING WEAKNESSES OF CLIL IN THE MILITARY HIGHER EDUCATION CLASSROOM

Due to the ever-increasing expansion of English language integration into content courses within higher educational institutions (HEIs), this study seeks gain insights how domestic students, as well and lecturers perceive integrating for Specific Academic Purposes (ESAP) in an academic/vocational military university using Content Language Integrated Learning (CLIL). We investigate firstly on mostly domestic, non-native speaking students learning academic Educational Environment (EEE), secondly, ESAP collaborating CLIL at Swedish Defense University. Using a mixed-methods approach with data gathered from lecturers, results are useful HEIs looking increase their integration. Our indicate that NNES indeed learn knowledge simultaneously because communicative tasks enable them process, knowledge. However, article will show, prefer drastically different methods reasons we argue can be traced varying L2 proficiencies. Meanwhile, had expectations of, perceived, interdisciplinary collaboration differently. This concludes by suggesting step 3 is inherently flawed due mismatch implicit explicit proficiency, which consequently complicate lecturer roles collaboration.