INTRODUCTION
RATIONALE
Many countries have attached special importance to the quality of teaching and learning English as a foreign language or the second language since English is a means of international communication and becomes dominant in many different fields including business, culture and education Therefore, teaching and learning English play a vital role in the education system in many parts of the world The Vietnamese ministry of Education and Training (MOET) has implemented different projects such as the National Foreign Language 2020 projects to enhance the language competence of teachers and learners As a result, the Content and Language Integrated Learning (CLIL) program including integrating mathematics, science into English has been implemented in Vietnam and attracted much public attention Students not only improve their language competence but also broaden their knowledge of other subjects like mathematics, science However, both teachers and learners have faced many challenges such as the qualities of teachers, the lack of materials in the implementation of CLIL program in educational curriculum
Lao Cai has implemented the CLIL program in integrating mathematics into English for primary and secondary schools since 2016 The CLIL program has received many supports from Lao Cai department of Education and Training, schools, teaching staffs, students and students‟ parents However, only ten out of twenty - two primary schools have been teaching Maths through English to primary school students because other schools do not how to integrate Maths into English to teach primary students as well as the advantages and disadvantages of integrating Maths into English to primary school students Normally, both teachers and This study is to investigate how CLIL program was implemented in Lao Cai primary schools and finds the advantages and disadvantages of CLIL programs according to teachers‟views and students‟attitudes towards the program.
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 implement of CLIL program in integrating Maths into English has been carried out ten primary schools with over fifty classes from grade 1 to grade 5 in Lao Cai However, the study limits itself to the investigation of the reality of integrating Maths into English through CLIL approach for two classes at grade 5 from two primary schools because of the limitation of time.
METHOD OF THE STUDY
The study primarily adopted a survey method, according to which the study was conducted in three phases In the first phase, classroom observation was undertaken In the second phrase, two language teachers, who were implementing the program, were interviewed concerning their perception of the advantages and disadvantages of integrating Maths into English lessons for grade 5 students This was followed by the administration of a questionnaire to the students in the third phase The study also looks into the teachers‟ and students‟ attitudes towards the program.
SIGNIFICANCE OF THE STUDY
Only ten out of twenty-two primary schools have been applied CLIL program in integrating Maths into English to primary school students because many teachers do not really know how to integrate Maths into English to primary school students as well as the opportunities and challenges of the teaching process Moreover, students are interested in integrating Maths into English, some parents asked teachers about the program, but some teachers can not convince students‟ parents Therefore, the study may be useful for teachers who want to know CLIL program in Lao Cai
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
At the beginning of this chapter, the researcher will discuss the notions and the principles of CLIL, core features of CLIL methodology Secondly, the researcher mentioned the impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching and learning the second language Next, she distinguishes between using English as a medium of instruction (EMI) and content-based instruction (CBI) Finally, she presents some previous research related to CLIL program to point out the strength and weakness of CLIL and the factors leading to success of CLIL programs as well as common barriers on the road to successful CLIL practice
Some authors state that the first known CLIL practice was appeared over
5000 years ago After conquering the Sumerians, Sumerian was used as a medium of instruction to teach other subjects such as theology, botany and zoology The value of multilingual or bilingual education are acquired profoundly in recent centuries in Europe, therefore many students are sent to abroad for studying in private schools In 1965, the authorities of Canadian established a language-immersion program that teaches English-speaking children all subjects in French The globalization promoted the rise of CLIL in Europe and Asian in recent centuries Integrated learning is considered as a modern form of education in order to help learners have better knowledge and skills to satisfy with the global age (Peeter, Marsh & Frigols, 2008, p9-p11)
The term 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) CLIL is used to describe teaching and learning content subjects in a second language Similarly, CLIL
DEVELOPMENT
LITERATURE REVIEW
At the beginning of this chapter, the researcher will discuss the notions and the principles of CLIL, core features of CLIL methodology Secondly, the researcher mentioned the impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching and learning the second language Next, she distinguishes between using English as a medium of instruction (EMI) and content-based instruction (CBI) Finally, she presents some previous research related to CLIL program to point out the strength and weakness of CLIL and the factors leading to success of CLIL programs as well as common barriers on the road to successful CLIL practice
Some authors state that the first known CLIL practice was appeared over
5000 years ago After conquering the Sumerians, Sumerian was used as a medium of instruction to teach other subjects such as theology, botany and zoology The value of multilingual or bilingual education are acquired profoundly in recent centuries in Europe, therefore many students are sent to abroad for studying in private schools In 1965, the authorities of Canadian established a language-immersion program that teaches English-speaking children all subjects in French The globalization promoted the rise of CLIL in Europe and Asian in recent centuries Integrated learning is considered as a modern form of education in order to help learners have better knowledge and skills to satisfy with the global age (Peeter, Marsh & Frigols, 2008, p9-p11)
The term 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) CLIL is used to describe teaching and learning content subjects in a second language Similarly, CLIL is the combination of content and language in a subject For example, Malaysian children learn Maths and science in English, Norwegian students learn to do drama in German, Italian students learn science in French, Japanese children learn geography in English, Australians study Maths in Chinese Children in some big cities in Vietnam learn Maths and Science in English The current CLIL is considered as a result of complex historical factors of each part in the world Dale (2011, p19-21) mentioned that CLIL was effected by bilingualism, second language acquisition theories, cognitive learning theories and constructivism
The CLIL strategy calls on both language teachers and content teachers in CLIL programs Content teachers instruct students master the content and teach some languages Language teachers support content teachers in teaching process by assisting learners in obtaining linguistic knowledge and strengthen the acquisition of content Therefore, CLIL is integration of language learning and content from other subjects Firstly, this integration focus on language learning in content classes including mathematics, science, geography, computer programming, ect Language learning in content classes is used to provide information in interesting manner in order to help learners understand easily The common CLIL techniques are “Chart, diagrams, drawing, hands-on experiments and the drawing out of key concepts and terminology” (Peeter, Marsh & Frigols, 2008, p11) Secondly, language teachers cooperate with content teachers to provide the language and discourse patterns for students to understand and use the content Language teachers play a role in helping students enhance the quality of their language rather than content teachers Therefore, in CLIL, language goals support content goals In addition, the achievements of content language purposes are supported by the development of learning skills In short, the CLIL goals are related to the goals of content, language and learning skills (Peeter, Marsh &
Frigols, 2008, p11-12).Besides, the term of teaching Maths through English is considered as a branch of integrating Maths into English It consists of teaching a curricular subject through the medium of language other than that which is normal used Therefore, students gain the knowledge of the curriculum subject while simultaneously learning and using the foreign language
According to Coyle (1999), the CLIL is defined through the 4Cs framework including content, cognition, communication and culture
Content: Content is related to the community inside and outside the classroom Students not only acquire knowledge and skills but also construct their own knowledge and develop their skills through experimental activities
Moreover, content from diverse subjects is integrated and culture content is integrated into all subjects
Cognition: content and cognition (learning and thinking) have closed relationship Content must be interpreted for its linguistics demands so that it allows the learners to build their own explanations of content Also, cognitive processes need to be analyzed according to their linguistics demands
Communication: students join in activities and communication in the classroom and in the community The learners need to be learned language related to the language context so that they learn through that language and reconstruct the content This language must be transparent and accessible
Interaction in the learning context is foundation to learn This makes sense when the learning context works through 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
2010) indicates that the requirement of the leaning of a foreign language for the future is that the learners may control content-oriented information and use their cognitive skills to make use of that information and they also can interact effectively across cultures
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
Multiple focus: CLIL supports language teaching and content learning in content classes, integrate several subjects, organize learning through cross- curricular themes and projects as well as support reflection on learning process
Safe and enriching learning environment : CLIL use daily activities and discourse, illustrate language and content throughout classroom, make students be confident to experiment with language and content, utilize classroom learning, conduct authentic learning materials and environments and enhance students‟ awareness of language
Authenticity : CLIL permits learners ask for the language help they need, make the accommodation of student interests as large as possible, make connection between learning and students‟ real life, connect with other CLIL teachers and use varied materials from the media and other sources
Active learning : CLIL helps students communicate more than their teachers
Moreover, learners can help set content, language and learning skills outcomes Students also evaluate progress in achieving learning outcomes
Next, students are expected to favor peer co-operative work, negotiate the language and contents with their friends Finally, teachers play a role as facilitator
Scaffolding: CLIL methodology builds on a student‟s existing knowledge, skills, attitudes, interests and experience CLIL repackage information in user-friendly ways, respond to different learning styles, and promote the growth of creative and critical thinking
Co-operation: CLIL and non-CLIL teachers collaborate together in planning courses, lessons or themes Also, CLIL involve parents in learning about CLIL and how to support students and involve the local community, authorities and employers
1.4 The impacts of teachers’ beliefs and students’ attitudes on the process of teaching and learning the second language
Li (2012) remarked that beliefs play a key role in language They help people make sense of the world, impact on how new information is comprehended and whether it is accepted or rejected Beliefs make a portrait of memories and adjust our understanding of occurrences Teachers‟ beliefs are important elements to comprehend the processes of teachers‟ thoughts and teaching methods (Zheng, 2009) Teachers‟ beliefs have greater impacts than teachers‟ knowledge on making lesson plans and their decision on classroom practice
Teacher‟s beliefs have remarkable impacts on their objectives, their produces, their roles in teaching process and their learners (Harste and Burke , 1977)
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
Integrating Maths into English for primary school students program in Lao Cai is not an obligatory program One of the purposes of the program is to help students practice four skills (listening, speaking, reading and writing) to deal with different situations, purposes in their life With the knowledge, students absorb from the course, they could use English in communicating, evaluating, analyzing confidently and effectively Besides, students are also well-trained to use critical thinking to debate and protect their opinions
Moreover, students are trained to learn from observing and practice measuring to guess and experiment all the rules and hypothesis The program‟s contents are parallel with the Educational and Training Ministry‟s program Mathematics is expected to teach 100% in English which give students opportunities to apply and use English frequently The program not only helps students consolidate, enhance knowledge of Mathematics but also provide students academic words related to mathematics Also, students have opportunities to communicate in English in class In short, apart from language proficiency, students are equipped with Maths knowledge, creative thinking
The syllabus of the program consists of 8 units, it covers topics: fractions, ratios, decimal numbers, measurement, percentage, perimeter and area, cuboids and cube and speed The syllabus contains 35 lessons including 24 theoretical lessons, 9 revisions, 2 progress tests and 2 end-term tests
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 title: DIGIMATH 5 The CLIL program has been applying to teach for primary school students for 3 years Because the demand of integrating Maths into English has increased, the content of the program has changed to adapt in order to fit for 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
About lectures, applying hi-tech equipment entirely in teaching helps teachers prepare lessons, design class activities, and evaluate students‟ studying results more precise Moreover, digital lectures system consists of different units
Each unit has five main parts including warm-up, vocabulary, presentation, practice and summary Especially, there are many games in practice part that attract students to the lesson Using hi-tech equipment in teaching is regarded as a great positive effect to catch students‟ attention and make students engage in class activities productively
Before starting new school year, teachers are trained to master the aims, the curriculum, the materials and the methodology of integrating Maths into English and also they are educated how to use digital lectures system in order to support for teaching
The teaching staffs of the program consist of 25 teachers aged between 25 and 45 and they are teachers of English However, the study focuses on only two teachers with different experience of teaching Mathematics in English
The first teacher has taught English at primary school for 9 years and taken part in integrating Maths into English at the beginning of the CLIL program
She is confident about her English language level, but her knowledge of Maths is also one of the challenges in integrating Maths into English The second teacher has been teaching at primary school for 3 years and this is the first time she has taught integrating Maths into English for primary school students Although, teachers are not subject teachers, they always try their best to instruct in the best way so that students could develop their English language level and enhance the knowledge of Maths However, they have to face some difficulties in teaching process such as the knowledge of Maths, teaching methodology, materials and so on One of the most advantages when the research conducted the study is that teachers are willing to share their teaching experience, opportunities and challenges in integrating Maths into English to primary school students and let the researcher observe their classroom
The CLIL program was implemented at ten primary schools in Lao Cai The CLIL program is not obligatory for all students, any student wish to learn the CLIL program have right to register in CLIL classroom The study focuses on students at grade 5 and these students were educated in CLIL classroom from grade 3 to 5 so they are familiar with the learning environment, curriculum and materials of CLIL classroom These factors are seemed to be the advantages of integrating Maths into English for primary school students
However, these students have different levels of mathematics, abilities of using English in class and learning styles Some students are good at both Mathematics and English but some students are not able to use English to communicate in class Most of the students are expected to improve their English and their knowledge of mathematics
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
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 teaching processes have been observed by the researcher Video data has been collected during the lessons The researcher filmed 4 lessons of 40 minutes including division two fractions, ratios and words problems, units of mass and percentages The initial result of the study are based on transcriptions and reconstructed from videos recordings Thanks to the transcription of the lessons, the researcher identified extracts of interests in order to interpret the pedagogical functions in the conversations between teacher and students in teaching and learning processes To investigate how the CLIL was implemented in integrating Mathematics into English to primary school students, the researcher has analyzed the teachers‟ preparation for the lessons and the teachers‟ practice in teaching process
3.1.1 The teachers’ preparation for the lessons
The interviews with two teachers were conducted to find out how they prepared for the lessons The teachers said that when they prepared for the new lessons, they studied the knowledge of Maths related to the lessons by reading Vietnamese Maths book, Digital Maths book and searched videos about how to teach division multiplication, ratios, units of mass and percentages for primary students on the Internet Also, they stated that there were some academic words in Digital Maths which they did not sure the meanings Therefore, reading both Vietnamese Maths book and Digital Math book made them comprehend the meanings of these words more exactly
Moreover, they tried to make the rules of Maths become shorter and easier for students to master in English by using phrases verbs or nouns instead of long sentences Also, when they had troubles with the knowledge of Maths, they connected with teachers of Maths to ask for help McDougald (2009) claims that language teachers and content teachers should be given more opportunities to work together to promote students‟ language skills Both T1 and T2 also say that making lesson plan plays a vital role to decide how the lesson is successful For each lesson plan, they consider the learning outcomes which students will achieve at the end of each lesson in order to decide what they will teach and which activity they will apply for each task in teaching produces In short, teachers often read materials, search videos related to the knowledge of Maths and cooperate with teachers of Maths in order to prepare for the lessons
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
To answer the question “How is CLIL program implemented in integrating Maths into English to primary school students”, the researcher has not focused on analyzing all stages in observed lessons, she has interpreted significant features in teaching process to gain the objective of contents and language learning including the use of the first language, the way of teaching new Maths vocabulary as well as grammar in context, Mathematic rules and the use of real-life examples in teaching process
The use of mother tongue (L1)
The teachers started their lessons by activating prior knowledge of the students The teachers want to find out what their learners already know about the topic in Vietnamese (L1) but students may have difficulties in explaining this knowledge in English (L2) When brainstorming ideas for new topic, students can use some Vietnamese and then teachers translate into English
Through classroom observation, the researcher identifies that the use of the first language in CLIL may help students communicate more frequently
In the lesson of Fraction divisions, T1 use Vietnamese to ask students about how to divide two fractions, then T1 guided students know how to read an expression of dividing two fractions and master the concept of reciprocal in English.T1 use L1 as an instrument to lead in new lesson so that all students know what they are going to learn
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 ) Ss: addition; subtraction; multiplication
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 T1: Và phép chia cũng chính là nội dung bài học hôm nay, chúng ta sẽ học về phép chia 2 phân số Today, we learn about the division of fractions Và khi cô muốn diễn đạt phép chia trên cô diễn đạt như sau: seven by three 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 shows that the teachers let students use L1 to encourage them talk about what they already know but they do not know how to express in L2
Through classroom observation, the researcher shows that moving between Vietnamese and English, either mid-sentences or between sentences is used flexibly in CLIL class in order to allow all students to join in classroom interaction Similarly, the use of L1 can help student feel more confident in the CLIL classroom
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 the lesson of percentage, T2 gave a new game named Hang man to check students‟ understanding about percentages Because it was the first time, students have played Hang man game, T2 used L1 to explain the rules of game in order to make her instruction clearer and save 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?
Ss: No…no T2: Ở đây cô có 2 hình giá treo, mỗi đội sẽ chọn 1 số bất kỳ để trả lời một câu hỏi tương ứng Mỗi câu trả lời đúng sẽ được 1 lần treo một bộ phận trên hình người của đội bạn, khi trò chơi kết thúc, đội nào bị treo ít bộ phận hơn sẽ giàng chiến thắng
In short, the use of L1 is considered as a useful tool for teachers to examine prior knowledge of students, help students be more confidents and communicate more fluently in CLIL class Also, L1 aids teachers simplify their instructions and save time
Teaching new Maths vocabulary and grammar in context
After observing four classes, the researcher states that one of the most common way teachers use to teach new Maths vocabulary for primary school students is repetition After giving new words, teachers asked students read words as whole class, groups, in pair and individual so that they could remember how to read and write new Maths vocabulary in the lesson
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 find the answer for the first question, the researcher interviewed teachers to know how she prepares for the lessons and observe four lessons to know the procedure of integrating Maths into English to primary school students
Firstly, the interview with two teachers shows that teachers always find materials related to teaching Maths on Internet They also collaborate with subject teachers to prepare for new lessons Next, through classroom observation, the researcher presents that teachers use the first language to be sure that students know what they are going to learn, examine prior knowledge of students, help students be more confidents and communicate more fluently, simplify their instructions and save time in CLIL class In teaching process, the common ways of teaching new Maths vocabulary are repetition, games and combination with structure Also, teachers use phrase words, diagrams instead of complete sentences to instruct Maths rules that facilitate students memorize Maths rules in English Moreover, teachers used real life examples to help students master the concepts of Maths and understand the practical application of Mathematics in real life
The author interviewed two teachers to know the opportunities and challenges of teaching in CLIL class From the interview with teachers, there are three main opportunities of the implementation of CLIL in integrating Maths into
English to primary school students Firstly, language teachers have chance to cooperate subject teachers in order to become more confident and widen their knowledge Next, students pay more attention to the lessons thank to the digital lectures Finally, students can enhance their English proficiency, develop their thinking skills and reinforce the knowledge of Maths On the other hand, teachers have to face with many challenges in teaching CLIL programs including the lack of teachers training, the qualification of teachers as well as the difference in the level of students
Questionnaires are delivered to 75 students to investigate students‟ attitude forward the implementation of CLIL in integrating Maths into English First of all, the program has positive impacts on students‟ attitude Most of the students love integrating Maths into English They also states that they get many benefits from the program such as increasing their vocabulary, making them become more confident in using English to communicate in class, reinforcing and enhancing their knowledge of Maths and supporting them to join in English Mathematics club at schools and International Maths competitions However, not many students can write the solutions of Maths word problems and build Maths word problems by themselves Also, it is difficult for students to express their ideas in English and memorize Mathematical terminologies
4.2 Pedagogical implication for integrating Maths into English to primary school students
The study shows that teachers have many difficulties in the application of CLIL in integrating Maths into English to primary school students Therefore, teachers should be joined in training courses before teaching the program
Also, the implementation of integrating Maths into English to primary school students is new approach, so the department of education and training should organize workshops monthly so that teachers have opportunities to exchange their experience in integrating Maths into English to primary school students
4.3 The limitation of the study
Since this research was conducted only with a small population size, the results of the results might not be represented the whole the implementation of CLIL in integrating Maths into English to primary school students in Lao Cai Also, there are many different opportunities and challenges in applying the program that the researcher has not studied yet Therefore, so many people are doubt its validity However, the author states that the selection of participants is random and the results of the research are based on actual and accurate figures in teaching and learning process Finally, the study does not evaluate the effectiveness of the implement CLIL in integrating Maths into English to primary school students
4.4 Recommendations for further related studies
Due to the limitation of the thesis, the study has not investigated the solutions for the problems that teachers and students have to face in teaching and learning process, so these problems should be solved in further study
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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?
Step 2: multiply the denominators Step 3: simplify the fractions
T1: Cô rất vui vì lớp mình đã nhớ rất tốt bài học trước, bây giờ chúng mình cùng điểm qua các phép toán phân số mà chúng ta đã học
The first one is ( teacher points the expressions) Ss: addition, subtraction, multiplication
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
Ss: rồi ạ 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
So, L stands for … Ss: love…
T1: love ? ( laugh) …No LEAVE ME
Ss: Cook, Crack … T1: ( laugh) … C stands for CHANGE ME And the last one , T sands for …what ?
Ss : Ticktock … T1: (laugh) TURN ME OVER
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 And multiply , we get…
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?
T1: Very good Thank you, sit down please One star for group 3 Now, I give you a worksheet, you do it in two minutes, I will choose some students come here and complete Now Who can?
Students : ( Raise their hands) T1 : Linh Anh, Tam please
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?
Ss : yes… no … T1: No… not yet … so you need to simplify … is one by six So, remember, if the fraction has been simplified yet, you need to simplify Nhớ rằng khi ra kết quả mà phân số chưa được tối giản thì các con phải tối giảng phân số đó, sau khi tối giảng xong, chúng ta sẽ tối giản phân số đó và check ( ấn vào nút check) , if you are right, you will get one star Now, are you ready? After I clap, raise your hand and come here and show your answer Ready?
T1: Three, two, one … 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)