INTRODUCTION
RATIONALE
The importance of teaching English as a foreign language has been recognized globally, as it serves as a key tool for international communication across various fields, including business, culture, and education In Vietnam, the Ministry of Education and Training (MOET) has launched initiatives like the National Foreign Language 2020 project to improve language proficiency among teachers and students One notable initiative is the Content and Language Integrated Learning (CLIL) program, which incorporates subjects like mathematics and science into English instruction This approach not only enhances students' language skills but also expands their knowledge in other disciplines Despite its benefits, the implementation of the CLIL program in Lao Cai has encountered challenges, such as teacher quality and resource availability Since 2016, the program has been adopted in some primary and secondary schools, with support from local educational authorities and the community However, only ten out of twenty-two primary schools have successfully integrated mathematics into English due to a lack of understanding regarding effective integration methods This study aims to explore the implementation of the CLIL program in Lao Cai's primary schools, highlighting the advantages and disadvantages as perceived by teachers and students.
AIMS OF THE STUDY
This study will examine the reality of integrating Maths into English to primary school students in order to
Explore how a CLIL program was implemented in Lao Cai primary schools
Investigate the teachers‟ perceptions of the advantages and challenges of integrating Maths into English?
Explore the students‟attitudes towards integrating Maths into English programs?
RESEARCH QUESTIONS
The study will answer three research questions:
1 How is CLIL program implemented in integrating Maths into English in Lao Cai primary schools?
2 What are advantages and disadvantages of integrating Maths into English according to teachers „views?
3 What are students „attitudes towards the program?
SCOPE OF THE STUDY
The CLIL program, which integrates Maths into English, has been implemented in ten primary schools with over fifty classes from grades 1 to 5 in Lao Cai This study, however, focuses specifically on the integration of Maths into English through the CLIL approach in two fifth-grade classes from two primary schools, due to time constraints.
METHOD OF THE STUDY
The study utilized a survey method conducted in three phases: first, classroom observations were performed; second, interviews were held with two language teachers regarding their views on the benefits and drawbacks of integrating Math into English lessons for fifth-grade students; and third, a questionnaire was administered to the students Additionally, the research examined both teachers' and students' attitudes towards the integration program.
SIGNIFICANCE OF THE STUDY
Only ten of the twenty-two primary schools have implemented the CLIL program to integrate Maths into English for students, primarily due to teachers' lack of knowledge regarding effective integration methods and the associated opportunities and challenges While students show interest in the program and some parents inquire about it, certain teachers struggle to persuade parents of its benefits This study aims to provide valuable insights for teachers in Lao Cai seeking to understand and apply the CLIL program effectively.
The thesis is composed of three main parts: Introduction, development and conclusion
The introduction includes the rationale, the aims, the research question, the scope, and design of the thesis
The development has three main chapters:
Chapter 1: Literature Review - The researcher will mention relevant studies related to CLIL programs including the notions of CLIL program, the principles of CLIL programs, core features of CLIL methodology, the impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching and learning the second language, the distinction between English as a medium of Instruction (EMI) and content-based construction, the strengths and weaknesses of implementing CLIL in teaching content subjects, the factors leading to successful CLIL program as well as the common barriers on the road to successful CLIL practice
Chapter 2: Methodology - The researcher introduces the context of the study and describes the methodology employed in the study, research procedures and the participants, instruments and the research procedures
Chapter 3: Findings and discussion – The study presents and discusses the findings that arise from the data collected and recommendations
Chapter 4: Conclusion - The researcher gives a brief summary of the content of the study The researcher presents the pedagogical implication, the limitation of the study and recommendation for further studies.
STRUCTURE OF THE THESIS
This chapter begins by exploring the concepts and principles of Content and Language Integrated Learning (CLIL), highlighting its core features and methodology It then examines the influence of teachers' beliefs and students' attitudes on second language acquisition The researcher differentiates between English as a Medium of Instruction (EMI) and Content-Based Instruction (CBI) Finally, the chapter reviews previous studies on CLIL programs to identify their strengths and weaknesses, as well as the key factors contributing to their success and the common obstacles faced in effective CLIL implementation.
Some authors state that the first known CLIL practice was appeared over
Five thousand years ago, Sumerian was utilized as a medium of instruction for various subjects, including theology, botany, and zoology, following the conquest of the Sumerians In recent centuries, the importance of multilingual and bilingual education has gained recognition in Europe, leading many students to pursue studies abroad in private institutions In 1965, Canadian authorities initiated a language-immersion program that taught all subjects in French to English-speaking children The rise of Content and Language Integrated Learning (CLIL) has been significantly influenced by globalization in Europe and Asia, as it represents a modern educational approach designed to equip learners with the knowledge and skills necessary for the global age (Peeter, Marsh & Frigols, 2008, p9-p11) CLIL is defined as “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Peeter, Marsh & Frigols, 2008, p9), emphasizing the teaching of content subjects in a second language.
DEVELOPMENT
LITERATURE REVIEW
This chapter begins with an exploration of the concepts and principles underlying Content and Language Integrated Learning (CLIL), highlighting its core methodological features It then examines how teachers' beliefs and students' attitudes influence second language teaching and learning processes The researcher differentiates between English as a Medium of Instruction (EMI) and Content-Based Instruction (CBI) Finally, the chapter reviews previous research on CLIL programs to identify their strengths and weaknesses, as well as the key factors that contribute to the success of CLIL initiatives and the common obstacles faced in effective CLIL implementation.
Some authors state that the first known CLIL practice was appeared over
Five thousand years ago, Sumerian served as a medium of instruction for various subjects, highlighting the historical significance of multilingual education In recent centuries, particularly in Europe, the value of bilingual education has gained prominence, leading many students to study abroad in private institutions In 1965, Canada introduced a language-immersion program that taught English-speaking children all subjects in French, marking a significant step in integrated language learning The globalization of education has further fueled the rise of Content and Language Integrated Learning (CLIL) in Europe and Asia, which is recognized as a modern educational approach designed to enhance learners' knowledge and skills for the global age Defined as a dual-focused educational method, CLIL utilizes an additional language for teaching both content and language This approach is evident as children worldwide, from Malaysia to Vietnam, learn subjects like Maths and Science in a second language The evolution of CLIL is influenced by various historical factors, including bilingualism, second language acquisition theories, cognitive learning theories, and constructivism.
The CLIL (Content and Language Integrated Learning) strategy involves collaboration between language and content teachers to enhance students' understanding of subject matter while simultaneously developing their language skills This approach integrates language learning within content classes such as mathematics, science, and geography, making the learning process engaging and accessible Common CLIL techniques include charts, diagrams, hands-on experiments, and the emphasis on key concepts and terminology Language teachers support content teachers by providing necessary language and discourse patterns, focusing on improving students' language quality In CLIL, language goals align with content goals, and the development of learning skills further supports these objectives Additionally, teaching subjects like mathematics through English exemplifies this integration, allowing students to acquire curriculum knowledge while learning a foreign language.
According to Coyle (1999), the CLIL is defined through the 4Cs framework including content, cognition, communication and culture
Content encompasses both classroom and community engagement, enabling students to not only gain knowledge and skills but also to actively construct their understanding through hands-on experiences Furthermore, it promotes the integration of diverse subject matter, ensuring that cultural content is woven into all areas of learning.
Cognition is closely linked to content, as learning and thinking are interdependent processes To facilitate understanding, content must be interpreted in light of its linguistic requirements, enabling learners to develop their own explanations Additionally, cognitive processes should be examined in relation to their linguistic demands to enhance comprehension and learning outcomes.
Effective communication is essential for students to engage in classroom activities and community interactions To facilitate learning, it is crucial for students to acquire language skills relevant to their specific contexts, enabling them to understand and reconstruct content effectively The language used should be clear and easily accessible Furthermore, interaction within the learning environment serves as a fundamental basis for acquiring knowledge, especially when the instruction is delivered in a foreign language.
Culture: cultures and language are related together in complex relationship Intercultural awareness is considered as the foundation of CLIL Its legal position is at the core of CLIL
Through the 4Cs framework, Coyle (1999; 2005; Coyle, Hood, & Marsh
According to a 2010 study, the future demand for foreign language learners emphasizes the importance of mastering content-oriented information, utilizing cognitive skills to process that information, and engaging in effective cross-cultural interactions.
1.3 Core features of CLIL methodology
Mehistor, Marsh and Frigols (2008) demonstrated six core features of CLIL methodology including multiple focus, safe and enriching learning environment, authenticity, active learning, scaffolding and co-operation
CLIL enhances language instruction while facilitating content learning across various subjects It promotes the integration of multiple disciplines, organizes education through cross-curricular themes and projects, and encourages reflection on the learning process.
Creating a safe and enriching learning environment through Content and Language Integrated Learning (CLIL) involves incorporating daily activities and discourse that seamlessly blend language and content This approach encourages students to confidently experiment with both, utilizing classroom learning to engage with authentic materials and real-world environments Ultimately, CLIL enhances students' awareness of language, fostering a deeper understanding and appreciation for its use in various contexts.
CLIL fosters authenticity by encouraging learners to seek the language support they require, accommodating diverse student interests, and linking learning to real-life experiences It promotes collaboration among CLIL educators and utilizes a wide range of materials from various media sources.
Active learning : CLIL helps students communicate more than their teachers
Learners actively participate in defining content, language, and skill outcomes, while also assessing their progress towards these goals They are encouraged to engage in cooperative peer work, negotiating language and content collaboratively with their classmates Additionally, teachers serve as facilitators in this process, guiding students toward successful learning experiences.
Scaffolding in CLIL methodology enhances students' existing knowledge, skills, attitudes, interests, and experiences By repackaging information in accessible formats, CLIL caters to various learning styles and fosters the development of creative and critical thinking skills.
Collaboration between CLIL and non-CLIL teachers is essential for effective course and lesson planning Additionally, CLIL promotes parental involvement by educating them about the methodology and ways to support their children Engaging the local community, authorities, and employers further enhances the CLIL approach, creating a supportive network for student learning.
1.4 The impacts of teachers’ beliefs and students’ attitudes on the process of teaching and learning the second language
Beliefs significantly influence language comprehension and acceptance of new information, shaping individuals' understanding of their experiences (Li, 2012) In the context of education, teachers' beliefs are crucial for understanding their thought processes and teaching methods, often having a more profound effect on lesson planning and classroom decisions than their knowledge (Zheng, 2009) Furthermore, teachers' beliefs impact their objectives, roles in the teaching process, and their students (Harste and Burke, 1977) Various factors affect second language learning, including motivation, attitude, age, and personality, with attitudes being defined as beliefs about the target language, culture, and learning tasks (Ellis, 1985) Language attitudes reflect how speakers perceive other languages and their own, influencing perceptions of linguistic difficulty and the importance of learning (Richard, 1985) Understanding students' feelings towards learning a specific language, especially in relation to their teachers, is essential (Ellis, 1985) This study aims to explore teachers' beliefs regarding the integration of Maths into English for primary students and students' attitudes towards this program, contributing valuable insights to the existing literature.
1.5 The differences between teaching English as a medium of instruction (EMI) and Content based instruction (CBI)
English is increasingly utilized as a medium of instruction (EMI) in various countries, teaching subjects like mathematics, science, geography, and economics, especially where English is not the first language Julie Dearden from the University of Oxford defines EMI as the use of English to teach academic subjects in non-English-speaking regions The adoption of EMI is supported by two main approaches: the Communicative Language Teaching (CLT) approach, which emphasizes the importance of frequent interaction in the target language for effective learning, and Content and Language Integrated Learning (CLIL).
METHODOLOGY
In this chapter, the current of integrating Maths into English in two primary schools will be taken in close-up and the methodology will be discussed
2.2 The context of the study
2.2.1 An overview of the course
The Integrating Maths into English program for primary school students in Lao Cai is a voluntary initiative aimed at enhancing students' listening, speaking, reading, and writing skills for real-life situations Through this program, students gain the confidence to communicate, evaluate, and analyze effectively in English while developing critical thinking skills to articulate and defend their opinions The curriculum aligns with the Ministry of Education and Training's standards, with Mathematics taught entirely in English, allowing students to frequently apply their language skills This approach not only reinforces their understanding of mathematical concepts but also enriches their vocabulary with academic terms related to the subject Ultimately, the program fosters both language proficiency and creative thinking in students.
The program's syllabus includes 8 units that encompass essential mathematical topics such as fractions, ratios, decimal numbers, measurement, percentages, perimeter and area, cuboids and cubes, and speed It comprises a total of 35 lessons, which feature 24 theoretical lessons, 9 revision sessions, 2 progress tests, and 2 end-term assessments.
The following is the description of the course-book currently used in integrating Maths into English program for grade 5 of primary schools
The course book titled "DIGIMATH 5" has been part of the CLIL program for primary school students for three years In response to the growing demand for integrating Mathematics into English instruction, the program's content has been updated to better meet the needs of students.
The course- book content consists of 8 units:
Unit 1: Fractions Unit 1 has three lessons including 2 theoretical lessons and one revision lesson In unit 1, students learn how to recognize equivalent factions, proper fractions, improper fractions, mixed fractions; how to convert between improper and mixed fractions, how to find common denominators and solve word problems involving calculation fractions and mixed fractions, how to multiply and divide two fractions
Unit 2: Ratios In this unit, students learn how to find the ratios of one value to the other and solve word problems involving ratios
Unit 3: Decimal numbers Students learn how to read and write decimal numbers, compare decimal numbers using place value
Unit 4: Measurement Students will know how to convert between units of mass, units of length, units of areas, units of time; know how to solve word problems involving mass units, length units, areas units and time units
Unit 5: Percentage In this unit, students will know the relationship between fractions, ratios and percentages; know how to convert fractions, ratios to percentages; solve word problems involving percentages
Unit 6: Perimeters and Areas Students will know how to recognize the bases and the heights of a triangle or trapezium; calculate the area and the perimeter of these shapes; calculate the areas and the perimeter of a circle
Unit 7: Cuboids and cubes In this unit, students will know about the basic concept about cuboids, cubes, cylinders, spheres; recognize cuboids, cubes, cylinders and spheres; identify the faces, edges and vertices of a cuboid or cube, identify the base of a cylinder; know how to find the surface area of a cuboid or a cube; know how to calculate the lateral and total surface area of a cuboid or cube, find the volume of a cuboid or cube; solve word problems involving the surface, the volume of these shapes;
Unit 8: Speed In unit 8, students know how to find the speed of an object; know the relationship between speed, distance and time; solve word problems involving speed
Incorporating high-tech equipment in lectures enhances lesson preparation, class activity design, and student evaluation accuracy The digital lecture system comprises five essential components: warm-up, vocabulary, presentation, practice, and summary Notably, the practice section includes various engaging games that captivate students' interest The use of advanced technology in teaching significantly boosts student attention and fosters productive engagement in class activities.
Before the new school year begins, teachers undergo training to effectively understand the objectives, curriculum, and materials for integrating Mathematics into English They also receive education on utilizing digital lecture systems to enhance their teaching methods.
The program's teaching staff includes 25 English teachers aged 25 to 45, but this study specifically examines two teachers with varying levels of experience in teaching Mathematics in English.
The first teacher has nine years of experience teaching English at the primary level and was involved in the initial integration of Maths into English within the CLIL program While she is confident in her English language skills, her understanding of Maths presents challenges in this integration The second teacher, with three years of primary school teaching experience, is new to the concept of integrating Maths into English Despite not being subject specialists, both teachers strive to enhance students' English proficiency while improving their Maths knowledge They encounter various challenges in their teaching, including Maths knowledge, teaching methodologies, and available materials A significant advantage of the research study is the teachers' willingness to share their experiences, opportunities, and challenges in integrating Maths into English, allowing the researcher to observe their classroom practices.
The CLIL program has been introduced at ten primary schools in Lao Cai, allowing students the option to enroll in CLIL classrooms voluntarily This study focuses on fifth-grade students who have been part of the CLIL program since grade 3, providing them with familiarity with the learning environment, curriculum, and materials These elements are seen as beneficial for integrating Mathematics into English for primary learners However, the students exhibit varying levels of mathematical proficiency, English communication skills, and diverse learning styles While some excel in both subjects, others struggle with English communication in class Overall, most students aim to enhance their English language skills alongside their mathematical knowledge.
Two teachers and 75 students from two classes at grade 5 were chosen to take part in the study
The study focuses on the delivery of the CLIL lessons by two English- language teachers, who had varied teaching experience One is 25 years old and the other is 31
A study involving 75 students at various English proficiency levels assessed their knowledge of mathematics through CLIL (Content and Language Integrated Learning) lessons, which began in grade 3 Participants included those who had engaged in international mathematics competitions and students involved in mathematics or English clubs at their schools.
Classroom observation serves as a key tool for data collection in educational studies This method involves the direct observation of teaching practices, allowing the observer to document and code instructional behaviors in real-time (Hora, 2013).
In 2012, it was emphasized that classroom observation should be systematic, intentional, principled, and theoretical Systematic observation entails a comprehensive approach that is not random, ensuring that the observer has clear reasons for their focus Theoretical observation involves identifying and understanding underlying principles In this study, the researcher conducted observations of two colleagues' classrooms, designated as C1 and C2, to thoroughly document and analyze the teaching process Each classroom had one Mathematics lesson that was observed, video recorded, and transcribed, with a focus on the communication between teachers and students for pedagogical purposes The participants in this research included two English teachers, referred to as T1 and T2, whose roles in primary mathematics instruction are detailed in Table 1.
( years) class Title of lessons observed
FINDINGS AND DISCUSSION
The result of the study is presented as the following frame:
The implementation of CLIL in integrating Maths into English to primary school students
The opportunities and challenges of integrating Maths into English to primary school students according to teacher‟s views
Students‟ attitudes towards to the program
3.1 The implementation of CLIL in integrating Mathematics into English to primary school students
The researcher conducted an observational study of teaching processes by collecting video data from four 40-minute lessons covering topics such as division of fractions, ratios, word problems, units of mass, and percentages The initial findings are derived from transcriptions and reconstructions of the recorded lessons Through these transcriptions, the researcher identified key extracts to analyze the pedagogical interactions between teachers and students during the teaching and learning processes Additionally, the study investigates the implementation of Content and Language Integrated Learning (CLIL) by examining teachers' lesson preparations and their instructional practices in integrating Mathematics into English for primary school students.
3.1.1 The teachers’ preparation for the lessons
Interviews with two teachers revealed their comprehensive preparation methods for Math lessons They utilized Vietnamese and Digital Maths books, alongside online videos, to enhance their understanding of concepts like division, multiplication, ratios, mass units, and percentages for primary students The teachers noted the presence of unfamiliar academic terms in Digital Maths, which prompted them to cross-reference both resources for better comprehension To simplify complex Math rules, they opted for concise phrases instead of lengthy sentences, ensuring clarity for their students Additionally, they sought assistance from Math colleagues when faced with challenging concepts McDougald (2009) emphasizes the importance of collaboration between language and content teachers to enhance students' language skills Both teachers highlighted the significance of lesson planning, focusing on desired learning outcomes to determine teaching methods and activities In summary, effective lesson preparation involves reading relevant materials, utilizing online resources, and collaborating with Math educators.
3.1.2 Teachers’ practices in CLIL class
The basic stages of four observed lessons are the following stages
Stage 1: Warm-up In this stage, teachers activate what students have already known about the topic to make associations of prior knowledge with new knowledge Teachers ask the questions or let students listen to a song related to knowledge of Maths which they are going to learn in order to recall their previous knowledge
Stage 2: Presentation Teachers explain the knowledge of Maths in English as well as teaching new Maths vocabulary and related structures to help students master the knowledge
Stage 3: Practice This stage gives students opportunities for cooperative learning with their classmates to practice what they have learnt through a variety of activities
Stage 4: Summary Teachers help students revise vocabulary, structures and main content of the lessons
The implementation of the CLIL program in integrating Maths into English for primary school students involves a focused interpretation of key teaching features rather than a comprehensive analysis of all lesson stages This approach emphasizes the effective use of the first language, innovative methods for teaching new Maths vocabulary and grammar in context, the application of mathematical rules, and the incorporation of real-life examples to enhance the learning process.
The use of mother tongue (L1)
Teachers initiate lessons by tapping into students' prior knowledge, aiming to assess what learners already understand about the topic in their native language, Vietnamese (L1) However, students often struggle to articulate this knowledge in English (L2) During brainstorming sessions on new topics, students are encouraged to use some Vietnamese, which teachers then translate into English Classroom observations reveal that incorporating the first language in Content and Language Integrated Learning (CLIL) can enhance student communication.
In the lesson on dividing fractions, the teacher utilized Vietnamese to engage students in discussing the process of fraction division The teacher then guided them in understanding how to read the expression for dividing two fractions and introduced the concept of reciprocals in English By using their native language, the teacher effectively set the stage for the new lesson, ensuring that all students were aware of the learning objectives.
Extract 1 from Fractions division lesson
T1: Bây giờ chúng ta cùng điểm qua các phép toán phân số mà chúng ta đã học : + ; - ; x ;
T1: the first is……( T1 points these expressions )
What‟s this? Who can guess? Come here and complete the expression?
Ss: ( go to the board and fill in the blank) : = x T1: Bạn Tâm cho cả lớp biết con vừa làm phép toán gì?
Ss: Dạ thưa Cô, con làm phép toán chia 2 phân số ạ
In today's lesson, we will focus on the division of fractions Specifically, we will explore how to express a division involving fractions, such as stating that seven divided by three, when divided by three by five, equals thirty-five by nine.
Và bây giờ cô muốn hỏi cả lớp, trong phép chia phân số, có 1 thuật ngữ rất đặc biệt, đó là gì ? Cô mời Phương Anh?
Ss: Dạ thưa cô, đó là phân số nghịch đảo ạ ?
T1: Và trong Tiếng Anh, phân số nghịch đảo được gọi là Reciprocal
For example: four by five is reciprocal of five by four
So, three is reciprocal of ……?
Ss: three is reciprocal of one by three
The study indicates that teachers permit the use of students' first language (L1) to facilitate discussion about familiar concepts that they struggle to articulate in the second language (L2) Classroom observations reveal that students in CLIL (Content and Language Integrated Learning) classes fluidly switch between Vietnamese and English, enhancing participation and interaction Additionally, leveraging L1 contributes to increased confidence among students in the CLIL environment.
T1: How do you solve this problem?
Ss: um…uh ….con thưa cô con trả lời Tiếng Việt được không ạ?
S: Con tính tổng số phần là 7, sau đó con lấy tổng số học sinh chia cho tổng số phần , tìm ra được 1 phần con nhân với 3 thì ra số học sinh nam trong lớp T1: Thank you, Minh Các con thấy bạn Minh làm đã đúng chưa Vậy hôm nay cô sẽ hướng dẫn các con bài toán tìm 2 số khi biết tổng tỉ hoặc hiệu tỉ của hai số đó Finding two unknown numbers when you know sum ratios or difference ratios
In a recent lesson on percentages, T2 introduced a new game called Hangman to assess students' understanding Since it was their first experience with the game, T2 utilized the students' native language (L1) to clearly explain the rules, ensuring effective instruction and saving valuable time.
T2: Do you want to play game?
T2: I will divide the class into 2 teams: team A and team B Have you ever played Hang Man game?
Trong trò chơi, mỗi đội sẽ chọn một số từ hai hình giá treo để trả lời câu hỏi tương ứng Mỗi câu trả lời đúng sẽ giúp đội treo một bộ phận lên hình người của mình Cuối cùng, đội nào có ít bộ phận bị treo hơn sẽ giành chiến thắng.
The use of L1 in CLIL classrooms serves as an effective tool for teachers to assess students' prior knowledge, boost their confidence, and enhance communication fluency Additionally, incorporating L1 helps educators simplify instructions and optimize time management.
Teaching new Maths vocabulary and grammar in context
In a study observing four primary school classes, the researcher found that repetition is a prevalent method for teaching new Maths vocabulary Teachers encouraged students to read new words collectively, in groups, pairs, and individually to enhance retention For instance, Teacher T1 facilitated turn-taking in reading, allowing all students the opportunity to practice and receive pronunciation corrections Additionally, teachers incorporated games to reinforce the vocabulary previously learned, making the learning process engaging and effective.
Extract 4 from Fraction division lesson
T1: Now, whole class, look, listen and repeat
Ss: (whole class) repeat (three times)
T1: take turn, repeat these words
Ss: division, reciprocal, divided by………
Teacher T1 effectively teaches students both isolated words and related structures to enhance their problem-solving skills in mathematics By introducing phrases such as "The ratio of N1 to N2 is " and "the number of N is " at the lesson's outset and reinforcing them during vocabulary instruction, students gain a solid understanding of how to identify and calculate ratios This integrated approach not only builds vocabulary but also equips students with the necessary tools to tackle word problems involving ratios confidently.
T1: Students Look, listen and repeat
The ratio of N1to N2 is…
The ratio of boys to girls is three over four
The number of girls is 30 girls
Ss: (listen and repeat) : ratio, the ratio of N1 to N2 is
T1: Open your notebook and write new words and structures
Open your book and do exercises Page 13-14
Teacher T2 differs from teacher T1 by not introducing new Maths vocabulary and structures during the presentation stage Instead, T2 only presents new vocabulary when students encounter difficulties with word problems during the practice stage, offering relevant structures to help them formulate answers.
Extract 6 from Units of Mass lesson
T2: Open your notebook and write new words
Kilogram: ki lô gam gram : gam milligram : mi li gam
Ss: (write on their notebook)
T2: Open your book and do problem 2 and problem 3
Ss: Dear teacher, I don‟t know how to write the answer for problem 2 and problem 3
T2: Ok, with the question: “what is the mass of … or how heavy is it in …
We use the following structure: The mass of something in tone/ quintal/ kilogram/ gram/ milligram is …
For example: The mass of car in tonne is 30 tonnes
CONCLUSION
The previous chapter focuses on answering three following research questions:
Question 1: How is CLIL programs implemented in integrating Maths into English in Lao Cai primary schools?
Question 2: What are advantages and disadvantages of integrating Maths into English according to teachers „views?
Question 3: What are students „attitude forward the program?
This section will give the summary of all findings in the study
To explore how teachers integrate Maths into English for primary school students, the researcher conducted interviews and classroom observations Interviews with two teachers revealed that they frequently source teaching materials online and collaborate with subject specialists to develop lesson plans Classroom observations indicated that teachers utilize the students' first language to ensure comprehension, assess prior knowledge, and boost student confidence, thereby facilitating better communication and understanding in CLIL classes Common strategies for teaching new Maths vocabulary included repetition, games, and structural combinations Teachers also employed phrases, diagrams, and simplified instructions to enhance memorization of Maths rules in English Additionally, real-life examples were used to help students grasp mathematical concepts and recognize the practical applications of Mathematics in everyday life.
The author conducted interviews with two teachers to explore the opportunities and challenges of teaching in a CLIL (Content and Language Integrated Learning) environment The discussions revealed three key advantages of implementing CLIL, particularly in the integration of Mathematics into the curriculum.
Teaching English to primary school students through Content and Language Integrated Learning (CLIL) offers numerous benefits, such as fostering collaboration between language and subject teachers, which boosts their confidence and expands their knowledge Digital lectures engage students more effectively, enhancing their English proficiency while simultaneously developing their critical thinking skills and reinforcing their understanding of Mathematics However, teachers encounter significant challenges in implementing CLIL programs, including insufficient training, varying qualifications among educators, and disparities in students' proficiency levels.
A study involving 75 students was conducted to assess their attitudes toward the implementation of Content and Language Integrated Learning (CLIL) in combining Maths with English The findings reveal that the program positively influences students' attitudes, with many expressing a preference for this integration Students reported several benefits, including enhanced vocabulary, increased confidence in English communication, improved Maths knowledge, and greater participation in English Maths clubs and international competitions However, challenges remain, as many students struggle to write solutions to Maths word problems and create their own, while also finding it difficult to articulate their ideas in English and memorize mathematical terminology.
4.2 Pedagogical implication for integrating Maths into English to primary school students
A recent study highlights the challenges teachers face when implementing Content and Language Integrated Learning (CLIL) to teach Maths in English to primary school students To address these difficulties, it is essential for teachers to participate in training courses prior to starting the program Additionally, as this integration approach is relatively new, the Department of Education and Training should facilitate monthly workshops to provide teachers with opportunities to share their experiences and best practices in integrating Maths into English for young learners.
4.3 The limitation of the study
This research, conducted with a limited population size, may not fully represent the implementation of Content and Language Integrated Learning (CLIL) for integrating Mathematics into English for primary school students in Lao Cai The study acknowledges the various opportunities and challenges associated with the program that remain unexplored, leading to skepticism regarding its validity Nevertheless, the author emphasizes that participant selection was random, and the findings are grounded in accurate data from the teaching and learning process It is important to note that the study does not assess the effectiveness of CLIL in this context.
4.4 Recommendations for further related studies
This study acknowledges its limitations, as it does not explore potential solutions to the challenges faced by teachers and students in the teaching and learning process Addressing these issues will be essential for future research.
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T1: last time, we learnt how to multiply 2 fractions Can you do this (and tell me how many steps do we use?
Cô rất vui vì lớp đã nhớ tốt bài học trước Hôm nay, chúng ta sẽ cùng ôn lại các phép toán phân số mà chúng ta đã học.
The first one is ( teacher points the expressions)
T1: (T points the last expression) and ask : what‟s this? Who can guess? Come here and complete the box?
Ss : ( go to the boards and fill in the box)
T1: Bạn Tâm hãy cho cả lớp biết con vừa điền phép toán gì ?
Ss: Dạ thưa Cô con vừa thực hiện phép tính chia ạ
T1: Và phép chia cũng chính là nội dung bài học hôm nay.Chúng ta sẽ học về phép chia phân số
Today, we learn about the division of fractions
Và khi Cô muốn diễn đạt một phép chia Cô diễn đạt như sau :
Three by four divided by five by two is và sau đó là cộng với kết quả của phép tính
Và bây giờ cô muốn hỏi cả lớp: trong phép chia phân số có 1 thuật ngữ rất đặc biệt đó là gì?
Ss : Em thưa Cô đó là phân số đảo ngược ạ
T1: Phân số đảo ngược, chính xác chưa cả lớp
T1: Và trong Tiếng Anh phân số đảo ngược là Reciprocal
For example: four by five is reciprocal of five by four
So, three is reciprocal of … ( Đức Anh, please )
Ss: three is reciprocal of one by three
Teacher: Very good Thank you, sit down Now, look at the board, listen and repeat:
( T reads first, students listen and repeat three times)
We have known some definition Now we move to how to divide two fractions
( students watch a video about how to divide two fractions)
T1: Để tóm lược lại 4 bước chia 2 phân số, Cô sẽ hướng dẫn lớp chúng mình
1 câu thần chú sẽ giúp các con hoàn thành được tất cả các phép chia phân số The key words are L, C , T
T1: love ? ( laugh) …No LEAVE ME
T1: ( laugh) … C stands for CHANGE ME
And the last one , T sands for …what ?
Now, how to use LCT I have two fractions: two by three divided by five by seven
LEAVE ME means you don‟t change the first fraction
CHANGE ME means change divided by into multiplied by
TURN ME OVER means change the second fraction into reciprocal
T1: very good So, now listen, clap your hands and repeat : LEAVE ME, CHANGE ME, TURN ME OVER
Students: (clap their hands and repeat ) LEAVE ME, CHANGE ME, TURN
T1 : Bây giờ bạn nào có thể diễn đạt phép chia này dựa vào mẫu câu cô vừa giới thiệu
Ss : two by three divided by five by seven is fourteen by fifteen
T1: Very good Students repeat : two by three divided by five by seven is fourteen by fifteen
Ss : two by three divided by five by seven is fourteen by fifteen
T1: Now, think about some division and tell me
Ss : ( raise their hands and answer) : four by five divided by three by two equals eight by fifteen
T1: four by five divided by three by two equals eight by fifteen Do you agree?
The instructor expressed appreciation and invited the students to take their seats They awarded one star to group 3 and distributed a worksheet, instructing the students to complete it within two minutes The instructor then encouraged participation by asking who would be willing to come forward and share their answers.
Ss : ( some students do exercise in their worksheets, two students go to the boards and write their answer on the board)
T1: Do you want to play game?
T1: Now, look at my example:
Step 2: I say aloud: four by nine divided by eight by three is twelve by seventy-two That is simplified?
To simplify a fraction, remember that it must be reduced to its simplest form, such as one by six If your result is not simplified, you need to simplify it before checking your answer by clicking the check button If your answer is correct, you will earn a star Now, when I clap, raise your hand, come forward, and show me your answer Are you ready?
Ss: Đức Anh please Everyone, Let‟s count down 5……4…
Ss: three by seven divided by five by fourteen is six by five
T1: Let‟s check …oh …great job Continue, 3…2….1…
Ss: ( raise their hands and go to board) …
T1: Now, let‟s find winner group today… ( count stars)
Group 1 is the winner, and a special gift awaits them at the end of the lesson Please open your books to page 13 and complete the task within five minutes Time is up; leaders, please collect all the books.
Now Let‟ summary What have you learnt, today? … Mai Linh, please Ss: division of fraction
T1: Today, we‟ve learnt about … ?
Ss: Today, we‟ve learnt about division of fraction
T1: Very good So, what are definitions we‟ve learnt today? Can you tell me again ?
T1: How many steps are there in the division of fraction?
Ss: Three They are Leave me, change me and turn me over
T1: Very good So, that‟s enough for today Remember to learn how to divide fractions and do homework Good bye
T1: Look at apples and oranges on the table and answer my question:
“How many apples and oranges are there?
Ss: there are three apples and five oranges?
T1: How many times is the number of apples less than the number of oranges?
You can compare by division?
Ss: 3 divided by 5 equals 3 by 5
Khi cô có 3 quả táo và 5 quả cam, tỉ số giữa số táo và số cam là 3:5 Cô có thể diễn đạt tỉ số này dưới dạng phân số là ba phần năm hoặc viết là ba trên năm.
Now, listen and repeat: The ratio of apples to oranges is three over five or three by five
Ss: ( listen and repeat) The ratio of apples to oranges is three over five or three by five
T1: Look at these candies, what is the ratio of red candies to green caddies?
Ss: the ratio of red candies to green caddies is three over two
Or the ratio of red candies to green caddies is three by two
T1: Good job Who can tell me what is the ratio of green candies to red caddies ?
Ss: the ratio of green candies to red caddies is two over three or two by three T1: Great How many girls are there in your class?
T1: How many boys in your class?
T1: So, what is the ratio of girls to boys in your class?
T1: Right Are there any other answers?
Ss: Dear teacher The ratio of girls to boys is nine to five
Ss: Yes… No… (some students say Yes, some says No)
T1: Minh, how do you find the ratio of girls to boy?
Ss: …um… em thưa có em lấy 18 chia 10 sau đó em rút gọn phân số, em được phân số ạ
T1: Good Now, Let‟s give solutions for the following problem The ratio of girls to boys is 4: 3 If the class has 35 students in total, how many boys are there?
T1: How do you solve this problem?
Ss:um…uh ….con thưa cô con trả lời Tiếng Việt được không ạ?
Tổng số phần là 7 Để tìm số học sinh nam trong lớp, con lấy tổng số học sinh chia cho 7, sau đó nhân 1 phần với 3.
Cảm ơn Minh Các em có thấy Minh làm đúng không? Hôm nay, cô sẽ hướng dẫn các em cách giải bài toán tìm hai số khi đã biết tổng tỉ hoặc hiệu tỉ của chúng.
Finding two unknown number when you know sum ratios or difference ratios Look at the problem again: “The ratio of boys to girls is 3: 4 If the class has
35 students in total, how many boys are there?”
T: We have to find two unknown numbers when you know the sum or the difference of two numbers
Step 2: find the value of one box We have thirty-five divided by seven equals five
The number of boys is : 5 x 3 = 15 (boys)
Is this clear for you?
T1: So, how many steps are there?
Ss: find the value of one box
T1: Great job Now open your book and write down some new words:
The ratio of … to … is: tỉ số giữa… và … là
Eg: the ratio of boys to girls is
Eg: The number of girls is 30 students: số lượng học sinh nữ là 30 học sinh
Ss: (Write new words on their notebooks)
T2: Now, look at two pictures and tell me which can be lifted easier, an elephant or a leaf?
Ss: Dear teacher, a leaf can be lifted easier than an elephant
Different objects possess varying masses, which is a measure of their weight We utilize units of mass to quantify or compare the weight of objects against one another.
So, today we are going to learn about units of mass How many units of mass do you know?
T2: Who can name some units of mass you know?
Ss: kilogram, đề ca gam, mi li gam