Thailand enters into the period of social, trade and economic changing in late 2015 because of the 10 South East Asian countries will form an ASEAN community. English will be an important key to deal with other member countries in ASEAN. Are Thai content teachers ready for teaching content through English? Also, Thailand was ranked 55^th on the English proficiency out of 60 countries by the Education First Institution in 2012. Therefore, Thailand needs to promote English language teaching standard to elevate competitiveness in ASEAN community. Pre-service teacher training takes time and In-service teacher training takes both time and budgets. There should be a solution for content teacher to practice progressively their classroom language in order to transform their class into CLIL classroom. It seems that Thai content teachers see English language as an obstacle. This approach of teaching content through language should be transparent for Thai teachers. Teaching content through language is not only switching from Thai to English but from passive learning to active learner and active teacher.

Theoretical framework

            A key-concept for this new approach is the concept of Content and Language Integrated Learning (CLIL) that is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and languages. (Mehisto, Marsh, & Jesùs Frigols, 2008) This approach uses an additional language as a medium of instruction and learning (Coyle, Hood, & Marsh, 2010; Dalton-Puffer, 2008; Mehisto, Marsh, & Jesùs Frigols, 2008) for primary, secondary and/or vocational-level subjects such as maths, science, art or business.

            In the teaching and learning process, there are two objectives content and language integrated in some kind of mutually beneficial way so as to provide learners’ with positive learning outcomes. CLIL is not a new form of language learning but it is new to integrate it with subject learning.

            To achieve this, the content teacher will need to adapt subject-specific methods so as to accommodate the additional language focus. This is the reason why CLIL is so relevant to the teaching profession. This does not mean adopting the role of a language teacher but opening alternative ways of operating methodologies that can be achieved for both the teacher and learners

Research questions

            The aim of this study is to determine the characteristic of the classroom language manual in English for Thai mathematics teacher and identify teacher’s satisfaction level of the manual. It is assumed that this manual will facilitate and motivate content teacher to use English as an instructional language and guide the teachers in CLIL type classroom. The study focuses on the following questions:

1. What are the suitable elements of classroom language manual for Thai mathematic teachers?
2. What is the overall satisfaction level of participant mathematic teachers using the classroom language manual?

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