(Skkn 2023) exploiting cultural factors in teaching communication and culture clil to enhance students’ participation for grade 10th at thai hoa high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE TOPIC: EXPLOITING CULTURAL FACTORS IN TEACHING COMMUNICATION AND CULTURE/ CLIL TO ENHANCE STUDENTS’ PARTICIPATION FOR GRADE 10th AT THAI HOA HIGH SCHOOL SUBJECT: ENGLISH YEAR 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING THAI HOA HIGH SCHOOL TEACHING EXPERIENCE TOPIC: EXPLOITING CULTURAL FACTORS IN TEACHING COMMUNICATION AND CULTURE/ CLIL TO ENHANCE STUDENTS’ PARTICIPATION FOR GRADE 10th AT THAI HOA HIGH SCHOOL SUBJECT: ENGLISH Author: Nguyen Thi Huyen Telephone: 0966035136 Year 2023 `TABLE OF CONTENTS CONTENTS PAGE I: INTRODUCTION 1.1 Reasons for teaching experience 1.2 Purpose of teaching experience 1.3 Background of teaching experience 1.4 Innovation of teaching experience 1.5 Structure of the research 1.6 Plan of the research II: CONTENT Chapter Theoretical and Practical Background 1.1 Theoretical background 1.2 Practical background Chapter 2: Solutions to the Problem 2.1 Using video teaching aids 2.2 Creating Situations of Cultural Conflict: Contrasting Cultures 12 2.3 Using Show Games 12 2.4 Presentation 16 Chapter 3: Illustrations 18 3.1 Unit 1: Family Life 18 3.2 Unit 2:Humans and the environment 21 3.3 Unit 3: Music 22 3.4 Sample 4: For a better community 23 3.5 Unit 5: Inventions 24 Chapter 4: Findings and Evaluation 25 Chapter 5: Investigate the necessity and feasibility of the teaching experience 28 III CONCLUSION 31 Chapter 1: Procedure 31 Chapter 2: Significance 31 Chapter 3: Recommendations 31 REFERENCES 33 APPENDIX 34 PART I INTRODUCTION 1.1 Reason for teaching experience As society is increasingly developing, the demand for learning foreign languages is going up dramatically The fact that the Ministry of Education and Training stipulates that English is a compulsory subject from grade to grade 12 in the new general education program (issued together with Circular No 32/2018 / TT- BGĐT dated December 26, 2018 of the Minister of Education and Training) is the clearest evidence affirming that English is an indispensable medium in the context of globalization and international integration in many fields In recent years, teaching and learning English in high schools has been much more focused when English is a mandatory subject in national high school exams for the majority of candidates and the percentage of candidates applying for university admission related to English is increasing Therefore, improving the effectiveness of teaching and learning is an urgent need not only for learners but also for those who are directly teaching English Thus, many Vietnamese, especially the young people, can speak English; however; not many of them have intelligible cultural knowledge In addition, based on the general dispatch on the development of competency qualities of the overall General education program in 2018, the General education program forms and develops for students the following key qualities: patriotism, kindness, diligence, honesty, and responsibility Learning culture is an essential component of language learning Culture provides the context in which language is used, and understanding cultural nuances and practices is crucial for effective communication in any language Equally important, if culture is integrated with the study of languages, learners can derive long-term benefits from their language learning experience Therefore, learning culture can give impetus to language learning Moreover, learners who acquire certain cultural knowledge can grasp information more fully and develop a more positive attitude toward other cultures They not only gain knowledge of other cultures but also increase their understanding of their own cultures Therefore, culture needs to be applied to the teaching of language and skills so that learners can know how to speak and write in culturally appropriate ways Besides, Vietnam has a long-standing traditional culture with outstanding customs and practices and characteristics of a country in the East Many Vietnamese conceptions of life, people, love, happiness, and dress are sometimes a bit traditional and not as liberal and open as people in many Western countries That's why culture shock seems to be a common manifestation when moving to a new country Furthermore, communication and culture/ CLIL is learnt and taught in a non-native environment, students have little opportunity to discover how these speakers think, feel, and interact with others That is the reason why they not feel confident enough to converse with English teachers or native speakers and people in other countries where English is used mainly Therefore, integrating cultural elements in to language teaching can have many benefits for students, including increased motivation and engagement, improved communication skills, and a deeper understanding of different cultures Additionally, CLIL (Content and Language Integrated Learning) is an effective approach to language teaching that combines language learning with subject-specific content, and it has been shown to improve students’ language proficiency and academic performance By focusing on the cultural aspects of language learning and utilizing CLIL, you can help your students become more competent and confident communicators in both their first language and the target language For that reason, to make cultural lessons more effective, I have integrated "Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation", Hopefully, I will receive a lot of positive feedback as well as spread to my colleagues with a view to helping improve the overall goal of education in all parts of the country 1.2 Purposes of teaching experience The objectives of the study "Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation" may include the following: · To explore the relationship between cultural factors and student participation in CLIL (Content and Language Integrated Learning) classes · To identify cultural factors that may have effect on student participation in CLIL classes, such as attitudes, values, beliefs, and communication styles · To investigate effective teaching strategies used to address cultural factors and enhance student participation in CLIL classes · To examine the role of cultural awareness and sensitivity in promoting student engagement and motivation in CLIL classes · To assess the effectiveness of cultural-based teaching approaches in enhancing student learning outcomes in CLIL classes · To provide recommendations for teachers and educators on how to integrate cultural factors into their teaching practices to foster a more inclusive and culturally responsive learning environment in CLIL classes 1.3 Background of teaching experience The background of the study "Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation" is limited to 10th-grade students of Thai Hoa High School Besides, I have used English 10, Global Success, and educational publisher The study will investigate how cultural factors have great impact on students’ participation in CLIL classes, as well as identify effective teaching strategies that can be used to address these factors and enhance students’ engagement and motivation The study may involve surveys, interviews, and classroom observations of 10th-grade students in Thai Hoa High School While the findings of the study may be limited to Thai Hoa High School's 10th-grade students, they could still have implications for other similar schools that use CLIL teaching methods The study may provide insights and recommendations for teachers and educators with the intention of improving their teaching practices as well as promoting a more inclusive and culturally responsive learning environment in their classrooms 1.4 Innovation of teaching experience No one can deny that cultural gaps are one of the most important keys leading us to success in communicating genuinely and understanding the real world outside the classroom In order to use the language effectively, language teachers should realize that knowledge of the world's language and culture is increasingly important Language learners need to have mastery of not only the language itself but also the culture in which the language is used Therefore, it is suggested that language teachers should focus on the integration of culture in the language classroom, which serves as a tool for helping students understand and appreciate other cultures Besides that, exploiting cultural factors in teaching CLIL lessons is actually a new way to improve students’ communicative competence, teachers should insert cross-cultural knowledge into the learning and teaching CLIL lessons Through a variety of new and motivating activities such as movie making, photos, games, talkshows Students are provided with a number of opportunities to have a deeper understanding of culture and tradition of some English-speaking countries around textbook topics In addition, more language knowledge and skills as well as communication skills will be fostered in the best way Scientifically, it is a useful document for colleagues to apply for the process of teaching English with a view to motivating as well boosting students to reach their potential 1.5 Structure of the research The research paper consists of main parts: The introduction part states the reasons, context, and scope of the topic In the content of the study, the author outlines the elements of practical reasoning and methods of solving the problem, the effectiveness of the problem In the conclusion, the author gives an overview of the topic conclusions and some suggestions for developing research 1.6 Plan of the research Number Time August Content Writing outline From September 2022 to March 2023 Applying the initiative and writing research PART II CONTENT OF THE STUDY Chapter Theoretical and Practical Background 1.1 Theoretical basis 1.1.1 Definition of culture According to UNESCO: 'Culture is the vivid totality of activities and creations in the past and in the present Over the centuries, this creative activity has shaped a system of values, traditions and tastes that define the unique characteristics of each people"1 This definition emphasizes the creative activity of human communities associated with the historical development of each community over a long period of time so the values have universal humanity, at the same time have the specificity of each community, the unique identity of each nation However, if we only rely on this general definition, in the state management of culture, we are easily misunderstood: Cultural management is the management of creative activities and, moreover, the management of literary and artistic creations In fact, cultural management is not like that, cultural management at the commune level is not the only one Culture is viewed and defined differently from the perspective of researchers "Culture is a centralized belief, attitude, custom The behavior and social habits of a community" [1] Culture therefore plays an important role in the community So culture is the glue that holds communities together Culture as defined by Lado [2] is synonymous with the way people live and work in certain areas Content and Language Integrated Learning (CLIL) as defined by Joanna Wiseman [3] is an approach where students learn a subject and a second language at the same time A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned 1.1.2 The importance of culture in language teaching Language simultaneously describes the culture and is constituted, and shaped by it, and in a broader sense, it is also the symbolic depiction of people Science is the embodiment of their historical and cultural background as well as their approach to life and way of life and thinking.[4; p.165] speaks of language and culture as follows: culture and language are interlocking They are so subtly related to each other that no one can isolate both without losing the importance of language or culture Some linguists argue that language is a reflection of culture, in other words, people can learn culture through its language Another image used to represent language and culture is the iceberg The observable part is language, with an invisible part being culture Language would die without culture and culture would be shapeless without language [5; p.29] Believe that language and culture are two symbolic systems Everything we say in language and culture has descriptive or associational meanings, signifies, or implies Each language has its meaning as it relates to its own culture and culture is more comprehensive than language Therefore, the provision of background knowledge in language teaching is extremely important and should be focused on teaching methods to optimize learners' ability to absorb the best 1.1.3 The role of communication and culture/CLIL in the language teaching • CLIL is seen as a teaching method (or a teaching approach), in which the subject content or part of the subject content is taught in a language other than the mother tongue, in order to achieve both objectives: learning subject knowledge and learning foreign languages according to the motto "use foreign languages to learn, learn a foreign language to use  CLIL encourages language to be both a tool for learning and a tool for communication They communicate effectively, practicing their second language in both spoken and written forms by participating in course activities In this way, language is used for learning, used for communication, and used to think and acquire knowledge In other words, language is both a tool for learning and a tool for communication Coyle [6; pp 36] provides a framework for the analysis of the vehicular CLIL language from three interrelated perspectives as (Picture 1):  Language of learning: Covers the vocabulary, grammatical structures that children will receive in the learning process  Language for learning: Includes your child's available language skills to participate in the classroom, to understand the lecture, and to ask questions  Language through learning: A language environment where children can learn specialized knowledge and acquire new languages Picture 1: the framework of CLIL language In fact, Culture is the central factor of CLIL, the foundation of the connection of the other three The goal of the cultural element in CLIL is to develop multilingual competencies for students, including raising cross-cultural awareness, in order to equip them with international understanding not only of language but also of culture and society to be able to communicate and continue to study or work effectively in all circumstances 1.2 Practical basis 1.2.1 The background of teaching communication and culture/CLIL before applying the measure Usually the CLIL lesson is conducted according to the pre-designed textbook sequence  Part Communication: Students listen to one conversation and practice communication through that activity  Part 2: Culture: Students read one paragraph related to the topic they are studying and doing homework  Part 3: Discussion Besides, the content of communication and culture/Clil parts in the text book is actually challenging and general Therefore, students find it hard to engage in the lessons Also, some teachers remain the same requirement, not adapt the task with a view to being suitable for students’ levels, and not prepare the activities beforehand Consequently, students after learning often feel bored and not have an overview of the topic, have not promoted the initiative of students, so the class time has not been effective 1.2.2 Causes In fact, the Communication and Culture/Clil lessons are not groundbreaking for both students and teachers Initially, almost students who basically have absent cultural background and have not been shown positivity in language acquisition Besides, the teachers have not actually explored and improved the lesson to suit their students’ level in the best way 1.2.3 Results of students’ attitude survey before applying the measure - I have carried out a survey of 40 students from classes 10 at Thai Hoa high school with specific number in the following table: Order Class 10B Number 10D 12 10E 10 10G 10 40 Total Table The number of students in the survey The following chart will show specific data after the survey (APPENDIX 1): Table Survey questions about 10th students’ attitude The table contrasts details on the opinions of Thai Hoa high school students towards studying overseas culture in general and English in particular after a survey Overall, it is clear from the table that the data is quite alike in the first sections, but distinct divergence appears in the second one According to the table on whether they appreciate learning communication and culture, youngsters 15% and 20 ones for 50% significantly appreciate it Whereas the percentage witnessed a gradual fall in the last two sections 17.5% are normally or not interested in this field at all as those others Moving on to the time question, only 2-5 youngsters serve for 5-12.5% are usually learning about English speaking country's culture while 20% as students are seldom and the rest 25 ones of 62.5%, which means over half of the students show no interest In conclusion, having observed the survey results, it can be obviously seen that the level of students’ interest in the lesson and the active learning of cultural background is not actually high for grade 10 students in general - Besides, to learn more about students’ cultural background knowledge, the teacher distributed the pre-test (APPENDIX 3) for classes 10 in Thai Hoa high school with the specific number of students in the following table: Order Class Number 10B 45 10D 41 10E 42 10G 40 168 Total Table The number of students doing pre-test 32 different learning styles of students and create an engaging and interactive learning environment In addition, Students should be encouraged to actively participate in class discussions, share their cultural experiences as well as understanding and especially learn from each other Equally important, further research should be carried out to explore the effectiveness of different teaching methods and strategies in enhancing students' understanding of cultural factors and their participation in CLIL classes 33 REFERENCES (Richard, 1989) The Culture Industry: Selected Essay on Mass Culture Routledge (Lado, 1957) Towards intercultural communicative competence in ELT ELT Journal 56(1), 57-64 https://www.researchgate.net/publication/308792749_An_approach_to_CLI L_teacher_language_awareness_using_the_Language_Triptych Brown, 1999, p.165 Culture in ELT Cukurova University Journal of Social Sciences Nida, 1998, p.29) "Cultural studies and foreign language teaching" In Bassnett, S (ed.) Coyle (2010, pp 36) Cultural Studies in Foreign Language Education Clevedon: Multilingual Matters Ltd 10TH English textbook, Global success https://m.youtube.com/watch?v=vGYShAGnHfs https://m.youtube.com/watch?v=hg8un-_R4Tc 10.https://forms.gle/AttsU9P8CkRxbNVn8 11.https://www.rapidtables.com/tools/pie-chart.html 12.https://getqr.com/vi?gclid=CjwKCAjwl6OiBhA2EiwAuUwWZXJO20WzNynDPqhn dCXOaUzr7h6JODCZtVpTBmw8k1omWZlyBaOFGxoCF4gQAvD_BwE 13.https://wordwall.net/resource/8341304/match-the-invention-to-the-inventor 14.https://wordwall.net/resource/5009938/inventors-and-inventions 15.https://www.google.com/ 34 APPENDIX 1 Survey APPENDIX Survey What kind of attitude you have when participating in game activities in C.L.I.L class? How has your language improved after the study? Very excited and confident Number % Significantly Number % Excitement and confidence Number % Improved Number Uninterested and confident Number % Little improvement % Number % Disinterested Number % No improvement Number % Table Students' attitudes when participating in Communication and Culture/ CLIL lessons and the level of improvement in English ability through cultural knowledge 35 APPENDIX 3: PRE-TEST Choose the best answer: Which of the following is an example of a traditional Vietnamese festival? A) Christmas B) Eid al-Fitr C) Tet Nguyen Dan D) Hanukkah What is the capital of Thailand? A) Bangkok B) Hanoi C) Jakarta D) Manila C) Laozi D) Mahavira Who is the founder of Buddhism? A) Confucius B) Buddha What is the main religion in India? A) Hinduism B) Buddhism C) Christianity D) Islam Which of the following is an important holiday in the United States? A) Eid al-Fitr B) Diwali C) Thanksgiving D) Lunar New Year What is the traditional dress of Japan called? A) Sari B) Hanbok C) Kimono D) Cheongsam Which of the following is a popular sport in Australia? A) Baseball B) Rugby C) Basketball D) Cricket What is the traditional Chinese New Year animal for 2022? A) Rabbit B) Dragon C) Tiger D) Ox Who is the national hero of the Philippines? A) Jose Rizal B) Mahatma Gandhi C) Ho Chi Minh D) Lee Kuan Yew 10.Which of the following is a famous Mexican celebration? A) Mardi Gras B) Cinco de Mayo C) Oktoberfest Answer key: C) Tet Nguyen Dan C) Kimono A) Bangkok B) Rugby B) Buddha D) Ox A) Hinduism A) Jose Rizal C) Thanksgiving 10 B) Cinco de Mayo D) Carnival 36 APPENDIX 4: POST-TEST Choose the best answers: What is the traditional dress of Japan called? a) Kimono b) Sari c) Cheongsam d) Dirndl What is the national animal of China? a) Panda b) Elephant c) Lion d) Tiger Which country is known for the dance form called Salsa? a) Brazil b) Spain c) Cuba d) Mexico What is the name of the Hindu festival of lights celebrated in India? a) Diwali b) Holi c) Dussehra d) Navratri Which country is known for the tradition of afternoon tea? a) France b) England c) Italy d) Greece What is the national flower of Thailand? a) Chrysanthemum b) Lotus c) Tulip d) Orchid What is the name of the famous temple in Cambodia? a) Borobudur Temple b) Angkor Wat Temple c) Meenakshi Temple d) Golden Temple Which country is famous for the Eiffel Tower? a) Italy b) Spain c) France d) Germany What is the name of the famous river in Egypt? a) Ganges b) Nile c) Amazon d) Yangtze 10 What is the traditional food of Mexico made with corn tortillas and meat? a) Sushi b) Falafel c) Tacos d) Kebab Answer keys: a) Kimono b) Lotus a) Panda b) Angkor Wat Temple c) Cuba c) France a) Diwali b) Nile b) England 10 c) Tacos 37 APPENDIX 5: SURVEY FEEDBACK ON EXPLOITING CULTURAL FACTORS IN TEACHING COMMUNCATION AND CULTURE/CLIL TO ENHANCE STUDENTS’ PARTICIPATION (For teachers and students from high schools) Could you please express your ideas on the questions raised below or put an (X) in the boxes or lines Your opinions are very valuable to my survey Such comments will only be used for scientific research purposes Question 1: Do you think exploiting cultural factors in communication and culture/CLIL by integrating exciting activities is necessary for learning English? A very necessary B necessary C less necessary D unnecessary Question 2: Do you think exploiting cultural factors in communication and culture/CLIL to enhance students’ participation is feasible at you school? A unfeasible B less feasible C feasible D very feasible 38 APPENDIX 6: Survey of necessity and feasibility 39 APPENDIX 7: SOME IMAGES WERE TAKEN IN THE CLASS Image of presentation about how to reduce CO2 footprints 2.Images of presentation about family disciplines 40 Images of group works of classes 10B, 10D, 10E and 10G in communication and culture/CLIL 41 42 Image of pretest and and post test Images of talk show “Saturday Night Show” 43 Images of presentations about international organization’s mission - Save the Children Image of presentation about the importance of computer hardware 44 Google form 45 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập- Tự do- Hạnh phúc -ĐƠN XIN TIẾN HÀNH THỰC NGHIỆM SƢ PHẠM Kính gửi: BGH Trường THPT Thái Hòa - Tx Thái Hòa - Tỉnh Nghệ An Hiện nay, trường THPT việc dạy học có nhiều đổi đáng khích lệ phương pháp dạy học Việc Bộ Giáo dục Đào tạo quy định Tiếng Anh môn học bắt buộc từ lớp đến lớp 12 Chương trình giáo dục phổ thơng (ban hành kèm theo Thông tư số 32/2018/TT-BGĐT ngày 26/12/2018 Bộ trưởng Bộ Giáo dục Đào tạo) minh chứng rõ ràng khẳng định tiếng Anh phương tiện thiếu bối cảnh tồn cầu hóa hội nhập quốc tế nhiều lĩnh vực Những năm gần đây, việc dạy học tiếng Anh trường phổ thông trọng nhiều tiếng Anh môn thi bắt buộc kỳ thi THPT quốc gia đa số thí sinh tỷ lệ thí sinh đăng ký xét tuyển đại học liên quan đến tiếng Anh ngày tăng Vì vậy, nâng cao hiệu dạy học nhu cầu cấp thiết không người học mà người trực tiếp giảng dạy tiếng Anh Trên thực tế, nhiều người Việt Nam, đặc biệt giới trẻ, nói tiếng Anh; Tuy nhiên; khơng nhiều người số họ có kiến thức văn hóa dễ hiểu Ngồi ra, vào công văn tổng thể phát triển phẩm chất lực Chương trình giáo dục phổ thơng tổng thể năm 2018, Chương trình giáo dục phổ thơng tổng thể hình thành phát triển cho học sinh phẩm chất chủ yếu sau: yêu nước, nhân ái, cần cù, trung thực, trách nhiệm Học văn hóa thành phần thiết yếu việc học ngôn ngữ Văn hóa cung cấp bối cảnh ngơn ngữ sử dụng việc hiểu sắc thái thông lệ văn hóa quan trọng để giao tiếp hiệu ngôn ngữ Bên cạnh đó, việc khai thác yếu tố văn hóa dạy học CLIL thực phương pháp để nâng cao lực giao tiếp học sinh, giáo viên nên lồng ghép kiến thức đa văn hóa vào việc học dạy học communication and culture/ CLIL Với mục đích tơi định chọn thực đề tài: “Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation” - Lĩnh vực Tiếng Anh Để đánh giá tính khả thi đề tài, kính xin BGH trường THPT Thái Hồ tạo điều kiện cho thực nghiệm đề tài “Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation” với tiết Communication and culture/CLIL, học từ Unit đến Unit sách 46 Tiếng Anh 10 Global Success, lớp 10B,10D, 10E, 10G từ tháng 09/2022 đến tháng 01/2023 Nay viết đơn kính trình lên Ban giám hiệu giáo viên tham gia giảng dạy trực tiếp lớp 10B,10D, 10E, 10G tạo điều kiện tơi hồn thành tốt nội dung thực nghiệm sư phạm Trong thời gian tiến hành thực nghiệm xin hứa thực nghiêm quy định mà nhà trường đề Tôi xin chân thành cảm ơn! Ngày 06 tháng 09 năm 2022 Xác nhận đơn vị thực nghiệm Tác giả