Thailand is in the process of reforming the teaching and learning of English as the Ministry of Education has opted to integrate English into the content classroom in order to boost learners' communication skills. This, together with the adoption of The Common European Framework of Reference for Languages (CEFR) to measure learners' language progress and to validate teacher qualifications has led to practical challenges in schools. Converting Thai content classroom into English as a medium of instruction is not an easy task for in-service Thai content teachers. This changeover requires time, understanding and cooperation. Content teachers are expected to adopt teaching approaches according to CLIL training programs. However the question as to whether the teachers are well-adapted is rarely examined. Readiness, language proficiency, and supports are key factors that can move the CLIL classroom forward. This research seeks to investigate content teachers' needs and mind-set toward using English as a medium of instruction in the content classroom in primary and secondary schools. The major objective of this research is first to provide academic and linguistic support for Thai content teachers who adopt the so-called CLIL approach and to produce guidelines for CLIL teacher professional development programs that meet teachers' needs. The CLIL Teacher's Competences Grid (Bertaux, Coonan, Frigol-Martin & Mehisto, 2010) is the key concept used in this study. This GRID is a guideline of the basic skills and competences to be developed by both pre-service and in-service CLIL teachers. Some areas of competence are selected from the GRID to identify professional needs to attain CLIL teacher competences from the real context. The data comes from 150 content teachers who teach Math, Science, Art, Computer Technology, and Physical Education in primary and secondary education in the Eastern part of Thailand. A set of five-point scale questionnaire, based on the GRID, containing 42 items and two open-ended questions is used as a research instrument. The researcher uses descriptive statistics to summarise quantitative data and content analysis is used to analyse qualitative data. This is an on-going research programme that will lead the researcher to identify in-service content teachers' needs from the real context. The findings will reveal linguistic materials, and other supports needed to develop the CLIL classroom. The findings also seek to offer another perspective for professional development programs adapted to teachers' needs and which will help the CLIL classroom in Thailand move forwards.

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