(LUẬN văn THẠC sĩ) an exploratory study on teachers’ opinions about math and english integrated teaching and learning program at an education center in hanoi

INTRODUCTION

Research statement and rationale for the study

The National Foreign Languages 2020 Project by Vietnam's Ministry of Education and Training has significantly advanced foreign language teaching and learning in Vietnam, with a particular focus on Content and Language Integrated Learning (CLIL) The integration of Math and English in educational institutions has garnered considerable attention, leading to the development of the Math and English Integrated Teaching and Learning (MEITL) program Recent studies, including those by Võ Đoàn Thọ (2015) and Nguyễn Thị Thuỳ Linh (2016), have explored the benefits and challenges of CLIL from various perspectives, highlighting teachers' readiness and the effectiveness of CLIL materials Additionally, Vũ Đình Phương and Lê Tuấn Anh (2018) proposed solutions for integrating Math and English instruction through a structured two-step process However, while these studies provide valuable insights into CLIL implementation, they often lack authentic evidence from teachers actively engaged in the MEITL program, underscoring the need for a deeper understanding of educators' views on its benefits, challenges, and suggestions for improvement.

MEITL program’s benefits, challenges as well as their suggestions to improve the MEITL program’s effectiveness, therefore, becomes the guiding question for this research.

Aims and objectives of the study

The primary objective of this study is to investigate the perspectives of teachers at an education center in Hanoi regarding the benefits and challenges of MEITL, as well as their suggestions for enhancing its effectiveness Specifically, the research seeks to address three key questions related to the teachers' opinions on MEITL.

Question 1: What are the benefits of MEITL program, as perceived by the teachers?

Question 2: What are the challenges of MEITL program, as perceived by the teachers?

Question 3: What are the teachers’ recommendations for improving the MEITL program’s effectiveness?

Research method

A mixed-method approach utilizing questionnaires and interviews was employed to address three key research questions To efficiently gather responses from all participants within a limited timeframe, a 32-item questionnaire was distributed.

The study utilized a Likert-type scale to assess the benefits and challenges of the MEITL program, asking teachers to select from five options ranging from strongly disagree to strongly agree The collected responses were analyzed using both descriptive and inferential statistical methods These responses were categorized into five benefit categories and seven challenge categories related to the MEITL program Additionally, semi-structured interviews were conducted with six teachers to provide further insights and address the third research question.

Scope of the study

This study focuses on exploring teachers' perspectives regarding the Math and English Integrated Teaching and Learning (MEITL) Program at an educational center in Hanoi While the research is small-scale and the findings are specific to the studied context, they highlight the need for further investigation into other aspects of the program that remain unexplored.

Significance of the study

This study benefits the following stakeholders:

Research findings indicate that MEITL teachers at the studied center, along with other MEITL educators, will have opportunities to assess the benefits and challenges they face, as well as provide suggestions for overcoming these obstacles This process is essential for enhancing their classroom practices by leveraging the identified benefits and implementing the recommended strategies Ultimately, this study aims to support the success of teachers in their instructional efforts.

The results of this study will enhance students' understanding of the benefits and challenges associated with the MEITL program, fostering a positive attitude towards collaboration with teachers in the classroom.

This article provides valuable insights for school administrators and education policymakers regarding the advantages and disadvantages of implementing the MEITL program By considering teachers' recommendations, they can identify methods to enhance the program's quality Ultimately, this research aims to establish a solid foundation for improving the effectiveness of the MEITL program adoption.

Other scholars: This study can be used as reference for other educators in their work in the future.

Structure of the thesis

There are 5 chapters in the paper: Introduction, Literature Review, Methodology, Major findings and Discussion, Conclusion

Chapter 1: Introduction - restates the topic concerned, aims and significance of the study From the current situation of implementing MEITL program in the world and in Vietnam, the necessity of taking MEITL program‘s benefits and challenges in to careful investigation is pointed out The purpose and the range of subjects the study deals with are also clearly stated so that the readers have the general ideas about the whole research One most important component contained in this part is the practical meaning of the research, which benefits teachers, students, school administrators, education policy makers and scholars

Chapter 2: Literature review - serves as the basic foundation for the study, provides critical literature review on definition of CLIL, benefit, challenge, theoretical implication of CLIL, CLIL‘s dimensions and framework, reviewing of the studies concerning CLIL, as well as the description of MEITL as a CLIL program at a center in Hanoi By critical analyzing the related research, this chapter builds the study‘ theoretical framework which plays a crucial role not only in guiding the understanding of research-topic but also in designing the questionnaire and interviews to solve the research‘s problems

Chapter 3: Methodology - brings the detailed description about data collection and data analysis methods and procedure, helping readers to understand the process and specific stages carried out to fulfil the research It also explains logically how the findings in chapter 3 gained from the raw information collected

Chapter 4: Findings and Discussions - presents result from data analysis, research results and discussions in comparison with other studies in the same area Teachers‘ suggestions to overcome the challenges are also given in this part

Chapter 5: Conclusion – summarize the whole study (including all above parts) in concise words Recommendations are offered to suggest several solutions for other aspects to conduct further study in this area.

LITERATURE REVIEW

CLIL

CLIL, introduced in 1994, represents an effective educational approach where teaching and learning occur in an additional language Its primary characteristic is the integration of language learning with content instruction, enhancing both language proficiency and subject knowledge in diverse school settings.

―An additional language is often learner‘ foreign language, but it may also be a second language or some forms of heritage or community language‖ (Coye, Hood, and Marsh, 2010: 1).

Content and Language Integrated Learning (CLIL) is a widely adopted educational approach where instruction occurs in a foreign or second language (FL/SL) Its primary goal is to enhance the learning of both the FL/SL and other curricular subjects simultaneously This method not only protects the integrity of the subject being taught but also promotes language as both a medium for learning and a key objective of the educational process.

Eurydice (2006) defines Content and Language Integrated Learning (CLIL) as a unique teaching approach that integrates foreign language (FL) instruction with non-language subjects This definition highlights that the primary goal of a CLIL classroom is not merely to enhance language skills but to create an environment where learners can effectively utilize language while engaging with non-linguistic content (Coonan, 2007; Pavón Vázquez & Rubio Alcalá, 2010) Consequently, there is a greater emphasis on language learning, practical application, and overall language competence.

Coyle (2008) defines CLIL as a lifelong educational approach that spans all levels, from primary education to adult learning, and can vary in intensity from a few hours per week to extensive modules lasting several months This method incorporates diverse activities such as project work, examination courses, drama, puppetry, chemistry practicals, and mathematical investigations, showcasing its flexibility and dynamism By integrating foreign languages with non-language subjects in a mutually beneficial manner, CLIL aims to enhance educational outcomes for a broad spectrum of learners Coyle's definition emphasizes not only the adaptable nature of CLIL programs but also the effective teaching techniques that can be employed within this framework.

Coonan (2003) emphasizes the flexibility of Content and Language Integrated Learning (CLIL), noting that its models are not uniform but tailored to meet local needs and preferences The diverse characteristics of CLIL development across Europe highlight a wide range of solutions, with the unique combinations of various choices shaping each specific CLIL project.

The definitions provided by Coyle (2005) and Coonan (2003) highlight the key features of the CLIL program, which integrates foreign languages with non-language subjects, showcasing its flexible and dynamic nature CLIL is applicable across all education sectors, catering to learners from primary levels to adults, and can vary in duration from a few hours per week to intensive modules lasting several months, effectively encompassing the comprehensive scope of the CLIL approach.

CLIL, or Content and Language Integrated Learning, is an educational approach that simultaneously teaches content and language, making it a dual-focused method Its flexibility allows for adaptation across various school types and diverse learner groups, encouraging teachers to experiment based on their specific educational contexts.

The practical implementation of CLIL (Content and Language Integrated Learning) in society has been critically examined by Coyle, Hood, and Marsh (2010), who identified two primary reasons for its emergence and growth: reactive and proactive factors.

The CLIL program arises as a solution to address the challenges faced in countries with multiple first languages and ongoing debates about the choice of an instructional language By utilizing a foreign language as the medium of instruction, CLIL ensures equal access to education for all learners, promoting inclusivity and effective communication in diverse linguistic environments.

The CLIL program aims to improve language learning and meet educational, societal, and personal development needs Parents seek to ensure their children become proficient in foreign languages, while governments strive to foster bilingualism and multilingualism for socio-economic advancement Additionally, various commissions aim to promote greater inclusion, and linguists advocate for the integration of language education with other subjects to enhance overall learning outcomes.

This study utilizes the 4Cs framework proposed by Coyle (2005) alongside the CLIL dimensions outlined by Marsh, Maliers, and Hartialas (2001) as foundational theories These frameworks effectively highlight the key factors that contribute to successful CLIL implementation and illustrate the various dimensions that can benefit from the CLIL approach.

The 4Cs framework by Coyle (2005) is a widely recognized theory in Content and Language Integrated Learning (CLIL), analyzing four key components: Content, Communication, Cognition, and Culture These interconnected factors demonstrate that CLIL fosters an emergent synergy between content and language learning, allowing students in CLIL classes to achieve outcomes greater than the mere addition of content knowledge and language skills Each of these four components plays a crucial role in enhancing the overall learning experience in CLIL environments.

Successful content and thematic learning are essential for acquiring knowledge, skills, and understanding In CLIL (Content and Language Integrated Learning), content is more flexible than traditional curriculum subjects, allowing for cross-curricular topics that enhance learning opportunities and promote skill development.

Content teaching is clearly outlined in CLIL syllabuses, but the methods for delivering this content are less defined CLIL aims to enhance learning through potential synergies, prompting educators worldwide to debate how to achieve effective learning in various contexts Different teaching and learning approaches are discussed in relation to CLIL, with many Western educators agreeing on the "banking model" proposed by Freire in 1972, which positions teachers as controllers who impart knowledge to students Another approach that demonstrates educational effectiveness is also being explored.

The social constructivist approach highlights the importance of learners being actively engaged in the language learning process Central to this method is the concept of interactive, mediated, and student-led learning For learners to truly take charge of their education, they must receive adequate scaffolding from educators or peers, which supports their development and understanding.

MEITL

The MEITL model is a widely applied approach to Content and Language Integrated Learning (CLIL), tailored for primary and secondary school students For primary students, MEITL serves as a "pre-language teaching primer," utilizing task-based learning techniques to prepare them for a comprehensive MEITL program that equips them with the necessary vocabulary and structures to engage with Mathematics in English while enhancing their thinking skills Assessment for these students is conducted in English In contrast, secondary students focus more on acquiring mathematical knowledge aimed at achieving international certification and national recognition, with assessments also administered in English This program embodies the essential characteristics of the CLIL approach, as outlined in the literature review, which provides a deeper understanding of the program and serves as a guiding theory throughout the paper.

Opinions

In their 1992 book, Aaron, Bander, and Aaron defined opinion as a judgment derived from factual evidence, emphasizing that opinions alone lack persuasive power without supporting evidence They highlighted the intrinsic connection between opinions and evidence, noting that opinions are formed based on evidence and can be altered depending on the interpretation of that evidence.

An opinion is defined as a conclusion drawn by an individual after evaluating the available facts It is shaped by personal beliefs about what constitutes truth, which may include likely truths or even potential falsehoods However, it is rare for individuals to consciously form an opinion based on a verified falsehood.

An opinion is shaped by an individual's belief in what they perceive as true, highlighting the importance of verifying these beliefs This necessity arises because opinions may stem from false facts or flawed reasoning, leading to incorrect conclusions.

There are two types of opinions, namely expert opinion and personal experience:

Expert opinions hold significant value as they are rooted in specialized knowledge and factual understanding It is essential to attribute these opinions to ensure transparency, allowing them to be assessed and verified for credibility.

Personal opinion is a conclusion formed by an individual, influenced by both factual information and pre-existing beliefs Often, people express personal opinions simply when prompted When these opinions stem from an individual's inherent beliefs or values, they are referred to as value judgments.

In summary, "opinions" refer to the perspectives, beliefs, or judgments individuals hold regarding a particular subject or person, shaped by their knowledge and personal convictions.

This research examines teachers' personal opinions on the MEITL program, rooted in their knowledge and real teaching experiences The significance of these opinions in implementing MEITL today is underscored by the teachers' pivotal role in the classroom and the current educational context in Vietnam In contemporary education, teachers assume various roles that influence the effectiveness of the MEITL program.

(1) a planner when planning for teaching and learning

(2) an organizer when asking the learners to do some learning activities

(3) as a participant to participate in the activities with the learners

(4) a supervisor to examine the students‘ learning activities

(5) an adviser to assess the students‘ learning result and offer feedback

(6) a source to answer some difficult questions

(7) as a promoter to inspire the students‘ learning interests and performance

Teachers play a vital role in the effectiveness of the MEITL program, making their perspectives essential For successful implementation, it is crucial that educators possess a correct understanding and positive outlook on the MEITL initiative Given that integrated learning is still relatively new in Vietnam, it is imperative for teachers to accurately assess the benefits and challenges of MEITL This understanding will enable them to fully embrace this approach and enhance the quality of future MEITL lessons.

Benefits

―Benefit‖, in Merrian Webser dictionary, is ―something that produces good or helpful results or effects or that promotes well-being‖ (benefit, 2019) The term

The term "benefit" highlights the successful outcomes experienced by an entity Therefore, exploring the benefits of the MEITL program from teachers' perspectives aims to identify the positive impacts and significant contributions it offers to schools, the curriculum, and students.

The CLIL approach offers significant advantages in context, content, language, learning, and culture (Marsh, Maljers, and Hartiala, 2001) However, the extent of these benefits during the initial implementation phase in Vietnam remains uncertain for many stakeholders The true impact of the MEITL program is best illustrated by the experiences of teachers who actively engage with the program and observe its effects in the classroom.

Challenges

The Merriam-Webster dictionary defines "challenge" as a difficult task that demands significant effort and determination (challenge, 2019) Such challenges often require a range of skills and considerable energy, particularly when they involve uncharted territory This study aims to identify the factors hindering teachers from effectively implementing the Content and Language Integrated Learning (CLIL) approach In Vietnam, where CLIL is relatively new and only adopted in select schools, encountering challenges is almost inevitable Participants, drawing from their experiences in teaching Math and English through the MEITL program, are invited to share their insights on the difficulties faced in this educational context.

Related studies

The growing demand for Content and Language Integrated Learning (CLIL), particularly in the integration of Math and English, has led to a steady increase in research papers in this field, yielding valuable insights and findings.

Research consistently highlights the benefits of Content and Language Integrated Learning (CLIL) for second language acquisition Bredenbrüker (2000) found that CLIL significantly enhances foreign language competence after studying 195 learners over two years Supporting this, Rumlich (forthcoming) demonstrated that CLIL students outperformed their peers in foreign language written tests Additionally, De Diezmas (2016) provided strong evidence of CLIL's advantages in acquiring English language skills, revealing that 4th-grade students in CLIL classes excelled in oral production and interaction compared to those in traditional programs.

This result has entailed the effectiveness of CLIL approach in developing students‘ language communicative competence

Various researchers have highlighted significant benefits related to education, particularly in mathematics and language learning Billingsley (2013) emphasized the effectiveness of teaching and learning math, while Morkütter (2002) and Fehling (2008) identified advantages such as increased language awareness, enhanced motivation, and a positive attitude towards language acquisition Additionally, Lamsfuò (2008) and Kollenrott (2008) focused on the development of intercultural learning, underscoring the diverse advantages of these educational approaches.

Numerous studies have identified challenges associated with the Content and Language Integrated Learning (CLIL) approach Billingsley (2013) highlighted difficulties in balancing the integrated subjects during lessons, noting that sourcing appropriate materials often required extensive searching Additionally, he faced time management issues, as lessons initially planned for 40 minutes frequently extended to an hour, leading to stress in ensuring students comprehended both topics effectively.

Fletcher and Santoli (2003) along with Schoenberger and Liming (2001) highlight the challenges faced by MEITL students, attributing these difficulties to a limited English vocabulary They assert that a lack of comprehension of English words and expressions hinders students' ability to effectively solve math problems.

In their 2000 study, Roti, Trahey, and Zerafa explored the challenges faced by multi-age learners in 5th and 6th grades when solving Math problems in English The researchers identified several key factors contributing to these difficulties: students struggled to connect words with mathematical symbols, encountered discrepancies between mathematical language and everyday communication, and often misinterpreted problems due to an over-reliance on cues.

Gersten et al (2005) and Van De Walle & Neugebauer (2004) highlighted the lack of time and opportunities as significant barriers to developing a strong understanding of both language and math This challenge was illustrated with specific examples drawn from actual classroom experiences.

Miqdadi and Al Jamal (2013) conducted a study using self-reported questionnaires and interviews with 248 participants to explore the challenges faced by learners in the MEITL program at the Jordanian University for Science and Technology The findings highlighted significant difficulties related to time management, student motivation, engagement levels, and the allocation of language learning time in the classroom.

A significant study by Lampert (2001) explored the challenges teachers face in administering Content and Language Integrated Learning (CLIL), identifying key difficulties in complex content knowledge, preparation, and decision-making Through a year of her own teaching practice, Lampert recognized these challenges firsthand and conducted interviews with individual students to uncover the underlying causes of the issues encountered.

In Vietnam, the implementation of CLIL (Content and Language Integrated Learning) has gained significant public interest following Decision No 1400/QĐ-Ttg, which aims to enhance foreign language proficiency among the Vietnamese population Since 2010, numerous studies on CLIL have been conducted in the country, yielding noteworthy findings that contribute to the understanding and effectiveness of this educational approach.

In his 2015 study, Võ Đoàn Thọ explored the implementation of Content and Language Integrated Learning (CLIL) at the University of Economics in Ho Chi Minh City, highlighting its advantages for students who studied most subjects in English He identified three key benefits of the CLIL approach: enhanced student engagement, the ability to cover the same curriculum content as traditional monolingual programs without diluting the material, and improved intercultural competence and sensitivity, fostering positive attitudes towards diverse cultures To maximize the effectiveness of CLIL, Thọ recommended focusing on four essential factors: selecting appropriate materials, utilizing Information and Communication Technology (ICT), integrating cultural elements through cross-curricular content, and creating a safe, natural learning environment.

In a 2016 case study by Nguyễn Thị Thuỳ Linh involving nine teachers at Quoc Hoc Upper-Secondary School for Gifted Students in Hue City, the perceptions and challenges of implementing the CLIL (Content and Language Integrated Learning) approach were explored The findings revealed that while most teachers acknowledged and supported the importance of CLIL, they also encountered significant obstacles, including language proficiency issues, insufficient training, and a lack of teaching materials.

In their 2018 study, Vũ Đình Phương and Lê Tuấn Anh explored the effectiveness of the Content and Language Integrated Learning (CLIL) approach in teaching Mathematics in English to Vietnamese 6th grade students They identified both advantages, such as a supportive teaching context and students' decent English proficiency, and challenges, including time constraints and varying levels of English among students The researchers recommended several strategies for implementing CLIL, including the Soft CLIL model for introductory topics, the Subject-led model for specific Math lessons, and the Hard CLIL model for deeper immersion A key outcome of their research was a two-step preparation process for teaching Math in English, which involves thoroughly understanding the Math content and collaborating with English teachers to introduce necessary mathematical terminology four weeks prior to the lesson.

In summary, the research conducted globally and in Vietnam highlights the significant findings of Content and Language Integrated Learning (CLIL), focusing on its benefits, challenges, and reasons behind these challenges, along with recommendations for effective implementation However, many of these studies fail to address all components of CLIL when exploring its advantages, difficulties, and suggestions This study aims to bridge that gap by utilizing the 4Cs framework proposed by Coyle.

The study utilizes the foundational frameworks established by Marsh, Maljers, and Hartiala (2001) to design questionnaires, guide interviews, and discuss findings Additionally, it compares its results with previous studies to identify similarities and differences in the implementation of the MEITL program, aiming to enhance the program's benefits.

METHODOLOGY

Context of the study

Vietnam places a strong emphasis on education, particularly in foreign language acquisition, with English being of paramount importance The significance of English has been heightened since the issuance of Decision 1400/QĐ-TTg in 2008, which aims to enhance foreign language teaching and learning within the national education system through Project 2020 This initiative outlines eight key tasks to transform foreign language education across all school levels Notably, the development and implementation of English programs for subjects like Mathematics represent a significant shift in Vietnam's language policy, leading to the widespread adoption of integrated Math and English learning programs nationwide.

From 2011 to 2015, Project 2020 aimed to implement English as the medium of instruction for Math in approximately 30% of upper-secondary schools in major cities, with plans to extend this to 15-20% of schools in other provinces and subjects (MOET 2008) According to Decision No 959/QĐ-TTg, the initiative was initially piloted in gifted schools, starting in the 2011-12 academic year, where subjects like mathematics, physics, chemistry, biology, and information technology were taught in English (Trần Thị Thuý Nhàn 2013) However, the Prime Minister acknowledged that the National Project's objectives would not be fully realized by 2020 due to time constraints and inadequate preparation ("Bộ trưởng Giáo dục thừa nhận Đề án Ngoại ngữ 2020 thất bại," 2016).

In 2018, the Minister of Education and Training issued Decision 2658/QĐ-BGDĐT, which serves as the legal framework for the MEITL program, "Teaching and Learning Foreign Languages in the National Education System, Period 2017 to 2025." This decision enables schools and educational institutions to effectively continue the implementation of the MEITL program in the present day.

The implementation of a double-degree program in mathematics and integrated learning has garnered significant attention, particularly in seven secondary schools across Hanoi This initiative aims to enhance educational outcomes and foster a deeper understanding of mathematical concepts among students.

The double-degree program is currently offered by several schools in Vietnam, allowing students to study within two educational systems and earn two degrees upon completion For high school students, this includes the Vietnamese education system governed by the Ministry of Education and Training (MOET) alongside the A-level program.

In the UK, secondary students study five core subjects in English: Mathematics, Physics, Chemistry, Economics, and Academic English The educational program includes the Ministry of Education and Training (MOET) curriculum alongside the GCSE (General Certificate of Secondary Education), developed by Cambridge University for students aged 14-15 globally Additionally, the IGCSE (International GCSE) offers a more adaptable alternative to the traditional GCSE framework.

The center is a pioneer in Vietnam, implementing the MEITL program for primary and secondary students, which has been approved by the Hanoi Department of Education and Training This program aims to equip students with essential Math and English skills, enabling them to solve Math problems and communicate fluently in English Currently, the MEITL program is in partnership with nearly 40 public and private schools, with teachers assigned to multiple institutions collaborating with the center.

The program, developed in consultation with esteemed lecturers from prestigious institutions such as Hanoi National University of Education, Newcastle University, and Vietnam National University Hanoi, integrates the Vietnamese Math curriculum with elements from Singaporean and American Math curricula Each grade's learning course is structured into two semesters, encompassing 16 topics and two paper tests Approximately 70% of the topics align with the Vietnamese Math curriculum, while the remaining topics are selected from international standards to familiarize learners with global mathematical concepts.

Students participate in one of two weekly sessions focusing on integrated Math and English, determined by their school's policy The program utilizes the coursebook "Let's Learn Math," published by Hanoi Publisher, along with additional weekly exercise worksheets and optional monthly online tests crafted by the center's teachers These educators curate materials and design tasks for the extra worksheets to enhance student practice The assessments are aligned with Circular 22/2016/TT-BGDĐT, which amends certain provisions of the evaluation regulations for primary school students, originally established in Circular 30/2014/TT-BGDĐT, and follow the format of the Cambridge test.

Research design

As presented in introduction part, the teachers‘ opinions about MEITL are investigated through seeking the answers for three following questions:

Question 1: What are the benefits of MELT program, as perceived by the teachers?

Question 2: What are the challenges of MELT program, as perceived by the teachers?

Question 3: What are the teachers’ recommendations for improving the MEITL program’s effectiveness?

The study utilized a mixed-method approach, combining quantitative and qualitative research methods to effectively gather rich and comprehensive data on individual teachers' opinions within a short timeframe This approach allowed for detailed explanations from participants and enhanced the validity of the study by comparing quantitative results with qualitative findings Initially, the quantitative method was employed to assess teachers' views on the advantages and challenges of MEITL, but it only uncovered surface-level issues To gain deeper insights, qualitative methods, including active, intensive, semi-structured interviews and content analysis, were subsequently implemented.

The study involved all 21 teachers from the center, including both visitor and full-time educators, who are native Vietnamese speakers teaching English as a foreign language These teachers are assigned to teach at one to three partner schools, with their teaching grades determined by their specific majors.

Ten teachers specializing in English Teaching Methodology instruct students from grades 1 to 3, while eleven teachers focused on Math Teaching Methodology teach across all grade levels All teachers collaborate in the development of teaching materials, including weekly exercise worksheets and monthly online tests Detailed information about the teachers is presented in the table below.

No Teacher Major English Experience Teaching certificate grades

B2 (CEFR) 1 year Grade 3 to grade 9

B2 (CEFR) 1 year Grade 3 to grade 9

B2 (CEFR) 3 years Grade 3 to grade 9

B2 (CEFR) 3 years Grade 3 to grade 9

B2 (CEFR) 2 years Grade 3 to grade 9

B2 (CEFR) 1 year Grade 3 to grade 9

B2 (CEFR) 1 year Grade 3 to grade 9

C1 (CEFR) 1 year Grade 3 to grade 9

B2 (CEFR) 2 years Grade 3 to grade 9

B2 (CEFR) 2 years Grade 3 to grade 9

B2 (CEFR) 2 years Grade 3 to grade 9

This research utilized a questionnaire featuring Likert-type questions, allowing teachers to express their level of agreement from strongly agree to strongly disagree Administered in English, the questionnaire consisted of 32 items divided into two categories The first category explored teachers' opinions on the benefits of the MEITL program, focusing on five thematic sections, including Context, which covered items 1 to 3.

(item 4 to 8), Language (item 9 to 13), Learning (item 14 to 19), and Culture (item

20 to 23) The second one – ― Teachers’ opinions MEITL program benefits”, included 9 items (from 24 to 32), focusing on challenges faced by the teachers in

Effective task design and material adaptation are essential for balancing English and Math instruction Implementing MEITL (Multilingual Education in Teaching and Learning) strategies can significantly benefit primary students, especially those with limited English proficiency Additionally, addressing complex Math themes requires tailored teaching methods to enhance understanding and engagement among all learners.

During a weekly meeting, questionnaires were distributed to all 21 teachers at the center, with a clear explanation of the research aims and items to ensure understanding To enhance the validity and reliability of the data, participants were instructed to refrain from discussing their responses After completion, the questionnaires were collected individually and verified for completeness.

To improve the reliability and validity of the study and address the limitations of the questionnaire, semi-structured interviews were conducted with six teachers in Vietnamese This approach ensured clear communication and mutual understanding between the researcher and participants, facilitating a focused discussion The interviews comprised two main sections guided by four questions: the first section gathered teachers' general information, while the second explored their perspectives on the MEITL program, including its benefits, challenges, and suggestions for enhancement Teachers shared their qualifications and experience in integrated Math and English teaching, discussed the potential outcomes for students and schools, identified difficulties in implementation, and provided recommendations to enhance the quality of the MEITL program Follow-up questions were utilized to clarify and deepen the insights shared by the teachers.

Three weeks after completing the questionnaires and two weeks prior to the interviews, guiding questions were distributed to participants to allow ample time for reflection The selection of interviewees was based on their teaching experience and background, with a mix of educators in Math and English integration: two with five years, one with three years, one with two years, and the remainder with one year of experience Additionally, their educational backgrounds varied, with two graduates from the Faculty of English Language Teacher Education and others from the Faculty of Mathematics Teacher Education (in English) This diversity among the interviewees contributed to a comprehensive understanding of the current implementation of Math and English Integrated Teaching and Learning (MEITL) Furthermore, interviewees were selected based on their questionnaire responses, focusing on those with differing or questionable answers.

There are two stages in data collecting procedure:

Stage 1: Collecting data from the questionnaires

Stage 2: Collecting data from interviews

The research employed both statistical and content analysis methods to evaluate the data, beginning with statistical analysis of the questionnaire responses, followed by content analysis of the interview data To ensure validity and reliability, the findings from both methods were triangulated A detailed description of the methods and the data analysis procedures is provided below.

3.2.4.1 Statistics analysis of the questionnaires

The data collected through five-point Likert-scale questionnaires was analyzed using descriptive statistics, beginning with the tabulation of frequencies for each statement The raw data was converted into percentages to facilitate comparison among the 32 items Key metrics, including the Mean for central tendency and the Mode for the most frequent level of agreement, were utilized to interpret participants' evaluations of METTL's benefits Standard Deviations were also considered to assess the level of agreement among respondents for each item Responses were categorized, with "strongly disagree" and "disagree" indicating disagreement, while "strongly agree" and "agree" represented agreement with the statements.

3.2.4.2 Content analysis of the interviews

This research project utilized thematic analysis (Boyatzis, 1998) to interpret interview data by identifying, analyzing, and reporting themes, following the methodology outlined by Braun and Clarke (2006) The choice of thematic analysis was based on its simplicity, flexibility, and accessibility for readers In this study, the interview data was systematically coded into various aspects that corresponded with equivalent themes.

- MEITL program’s benefits with five themes (context, content, language, learning, culture)

The MEITL program faces several challenges across seven key themes: effectively collecting and adapting materials, designing engaging tasks, and balancing the integration of Math and English knowledge Additionally, it addresses the application of MEITL for primary students and those with low levels of English competence The program also tackles the complexities of teaching advanced Math themes while ensuring adequate time allocation and a focus on teaching grammar and structures.

- Recommendations to improve the program’s effectiveness

In the final stage, the outcomes from the qualitative method were aligned with the results from quantitative methods, allowing for a comprehensive comparison The findings were then presented in relation to the research questions, highlighting key insights and conclusions.

In sum, the procedure of data collection and analysis can be summarized in three stages as follow:

Stage 1: Collecting and analysing data from questionnaire Stage 2: Collecting and analysing data from interviews Stage 3: Mapping, comparing the results from two methods, finding the results in relevance to research questions.

MAJOR FINDINGS AND DISCUSSIONS

Overall rating

The current study examines the benefits and challenges of the MEITL program from the perspective of teachers Participants unanimously recognized the advantages of the program while acknowledging the challenges they faced in their teaching roles Despite these challenges, they provided a positive assessment of the program, evidenced by a higher average mean score for benefits (3.8) compared to challenges (3.4) The mode for the benefit-related items varied between 3 and higher, highlighting the overall favorable perception of the MEITL program among educators.

5 (neutral to strongly agree) whereas that belonging to challenges ranged from 1 to

The findings indicated that teachers largely agreed with the benefits of the program while expressing disapproval of certain challenges During interviews, they refuted the existence of several challenges and provided compelling evidence to support their viewpoints Additionally, teachers offered valuable suggestions aimed at enhancing the quality of the program based on their experiences and opinions.

MEITL program‘s benefits, as perceived by the teachers

The study identified five key categories of benefits from the MEITL program: Context, Content, Learning, Language, and Culture All mean scores exceeded 3.0, except for item #5, which noted that the program offers multiple perspectives, and item #20, which indicated it builds intercultural knowledge, both scoring lower Notably, item #8, highlighting that the program helps students access Math knowledge in English, achieved the highest mean score of 4.6, underscoring its significance as the primary benefit discussed by participants Conversely, item #20 received the lowest mean score of 2.7, suggesting that the benefit of intercultural knowledge was not as effectively realized within the program Further analysis of the benefits across the five categories is provided.

The results indicate a strong consensus on the benefits for both students and schools, with an overall mean score of 3.8 and 80.9% of responses in agreement, while only 3.2% expressed disagreement Notably, accessing international certification emerged as a significant advantage, receiving a mean score of 4.4, with the majority of participants rating this benefit as 5, highlighting widespread agreement on its importance.

1 MEITL helps prepare for globalization 0 0 14.3 71.4 14.3 4 4

2 MEITL helps learners to access international certifications 0 0 9.5 38.1 52.4 4.4 5

Table 1: MEITL’s benefits for Context, as perceived by the teachers

A significant majority of teachers (85.7%) believe that integrating Math and English is essential in the context of the 4.0 revolution, as it enhances opportunities for collaboration among schools This perspective is echoed by all six interviewees, with one teacher stating that the integrated teaching of Math and English serves as a foundational step for developing interdisciplinary programs Another teacher highlighted that this integrated approach is part of the globalization process, providing schools with future opportunities to collaborate and exchange knowledge with educational institutions worldwide.

The center, a cooperator in international contests like ITMC, HOMC, World Time, and HKIMO, offers learners valuable opportunities and resources to participate in these competitions Teachers T2 and T3 emphasize the importance of encouraging students to engage in international contests, highlighting that these experiences not only challenge them but also provide essential certifications that enhance their future profiles T4 further underscores this point by noting the growing interest in double-degree programs in Vietnam, asserting that without proficiency in English and Mathematics, students would struggle to participate in such programs.

A significant majority of participants (66.7%) acknowledged the benefits of the METL program in enhancing school profiles, with only 9.5% expressing disagreement Interviews further illustrated this perspective, with T6 noting that schools implementing the METL program have become increasingly attractive to parents, who prioritize institutions offering integrated Math and English education T4 highlighted the correlation between student success in international math competitions and the school's reputation, stating that schools with high-achieving students gain considerable prestige This program, according to T4, provides students with valuable opportunities to excel in international math contests, thereby elevating the school's standing.

T5 expressed disagreement, stating that the program may be effective in specific regions and schools, but in rural, mountainous, and remote areas, it fails to capture the interest of school administrators, students, and parents regarding the integration of Math and English learning.

The MEITL program significantly benefits the Vietnamese education system by preparing for globalization, facilitating international certification, and enhancing school profiles These advantages align with societal needs in Vietnam and support the theoretical framework proposed by Marsh, Maljers, and Hartiana (2001) Furthermore, they reflect the ongoing trend of Vietnamese education striving to match modern educational standards of developed countries and engage in globalization Teachers' perspectives on these contextual benefits indicate the evolution of Vietnamese education, where learning, teaching, and competition are increasingly influenced by the international landscape.

The participants' responses regarding the "Content Benefits" category revealed that MEITL significantly aids learners in enhancing their knowledge in Math, with a mean score of 3.7 and a standard deviation of 0.9.

4 MEITL provides in- depth knowledge of Math

5 MEITL provides multiple perspectives for the Math topics

6 MEITL prepare for future study 0 0 19.1 61.8 19.0 4 4 0.6

7 MEITL program trains skills for working life 0 0 43.9 47.6 9.5 3.7 4 0.6

8 MEITL program guides students to access Math knowledge in English

Table 2: MEITL’s benefits for Math learning, as perceived by the teachers

The data indicates that item #8 received the highest Mean score of 4.6, with all responses leaning towards agreement, aligning with interview findings Participants highlighted the benefit of learning Math in English, starting with foundational knowledge before advancing, as noted by teachers T1, T3, and T6 Various resources were provided, including English Math books available in stores and online, tailored to students' levels T2 observed that advanced topics captivated students in grades 3 to 9, while grades 1 and 2 focused on basics, reflecting parental expectations and educational norms As students in the early grades are still adjusting to learning, it is advisable to introduce advanced content from grade 3 onwards Learning Math and English concurrently prepares students for future studies abroad, as emphasized by T3, who noted the importance of accessing diverse materials, predominantly in English, for higher academic achievement This integrated approach is deemed essential for those aspiring to excel in future standardized tests like the SAT.

Over half of the participants (57.1%) expressed their agreement regarding the opportunity to enhance their working skills through the MEITL program, with all interviewed individuals highlighting the development of valuable soft skills among their students Teacher T6 emphasized the importance of group and pair work in her lessons, fostering students' collaborative skills Similarly, T2 noted that students are encouraged to share their ideas and present their work, which aids in developing their presentation skills Additionally, the word problems in textbooks challenge students to navigate real-life situations, effectively preparing them for future societal engagement.

Many teachers expressed uncertainty in presenting multiple perspectives on Math topics in integrated Math and English classes, with 66.7% of them sharing this sentiment This is largely due to the belief that mathematical knowledge is universally accurate and consistent over time, leading to a singular understanding of concepts As T3 noted, "Math knowledge is normally true for all areas and through the time, with nearly all concepts widely agreed upon by scholars around the world."

The data strongly supports the benefits of the MEITL program for enhancing Math skills and other competencies Participants noted that learners not only acquired Math knowledge but also developed essential skills such as presentation, teamwork, and argumentation through engaging games and activities This outcome is attributed to the diverse methods employed in the CLIL program, particularly communicative approaches that motivated students to actively participate Over time, this interaction equipped them with valuable skills.

Teachers' opinions highlight significant benefits of acquiring Math knowledge, such as gaining in-depth understanding and access to international certificates This is particularly valuable in Vietnam, where the demand for studying abroad is growing, and learning Math in English serves as essential preparation for the future Findings align with Võ Đoàn Thọ (2015), who noted that CLIL students achieve comparable academic results to those in traditional programs, covering the same curriculum without simplified content Both current research and Võ Đoàn Thọ's study, despite differing participants and contexts, reveal similar content benefits This supports the CLIL dimensions proposed by Marsh, Maljers, and Hartial (2001) and the framework by Coyle, Hood, and Marsh (2005), which emphasize enhancing learning through subject matter, themes, and topics defined by specific knowledge, concepts, and skills.

The average mean score of 4.0 for the benefits of language learning indicates a strong positive perception among respondents, with 68.6% expressing agreement and only 1.9% showing disagreement Table 3 illustrates the average, mean, and standard deviation of five key aspects related to the advantages of language learning.

9 MEITL program helps to improve learners‘ overall English competence

10 MEITL program develops oral communication skill 0 0 47.6 47.6 4.8 3.6 4 0.6

11 MEITL program develops awareness of CLIL language

12 MEITL program develop self-confidence as a language learner and communicator

13 MEITL program introduces the using and learning of English

Table 3 MEITL’s benefits for English learning, as perceived by the teachers

The data reveals a strong consensus among respondents regarding the benefits of English competence, with an overall standard deviation of 0.6 Notably, over 90% of participants agreed that the MEITL program enhances learners' overall English skills, while no respondents expressed disagreement Items #11 and #12 saw a slight disagreement of 4.8% each, but all other items received unanimous agreement.

MEITL program‘s challenges as perceived by the teachers

Together with benefits, applying MEITL also faces significant challenges, which are shown in the Table 8:

24 It takes time to 0 0 52.4 47.6 0 3.3 3 0.7 designs MEITL tasks

25 Teachers lack time to deliver both Maths and English knowledge

26 It is difficult to collect content materials for MEITL course

27 It takes much time to adapt content materials for MEITL course

28 It is hard to balance between teaching and learning Math and teaching English

29 It is hard to make the program effective to the students with low level of English competence

30 It is hard to manage time for Grammar in MEITL program

31 It is hard to make 57.1 38.1 4.8 0 0 1.5 1 0.6 the program effective to the primary students

32 It is hard to to teach the complex Math knowledge in English

Table 6 Teachers’ opinions about MEITL’s challenges 4.3.1 Collecting and adapting materials

Table 8 indicates that teachers in this study did not perceive challenges in collecting materials for the MEITL program, as evidenced by a low mean score of 2.3 and 71.5% disagreement on item #26 This contrasts with the findings of Griva, Chostelidou, and Panteli (2014), which highlighted that 62.5% of Cypriot teachers faced difficulties in sourcing appropriate content material Participants attributed their success in material collection to diverse sources, including the internet and reference books from countries such as America, Singapore, Canada, and India Additionally, they collaborated with other teachers and consulted experts to enhance their resource gathering.

Mình không thấy quá khó khăn trong việc giải quyết vấn đề vì thường xuyên thảo luận và đóng góp ý kiến trong các buổi sinh hoạt chuyên môn hàng tuần Bên cạnh đó, sự tham gia và tư vấn từ các chuyên gia cũng giúp ích rất nhiều Mình cũng thường xuyên trao đổi với giáo viên Toán và giáo viên Tiếng Anh để học hỏi và chia sẻ những tài liệu hữu ích từ họ.

Over 50% of participants acknowledged the challenge of adapting content in real teaching, particularly when addressing Math themes that differ from the Vietnamese curriculum Less experienced teachers struggled with student engagement and responses to unfamiliar topics This is understandable, as experienced teachers have explored various materials, allowing them to better assess students' abilities and anticipate their reactions, thereby managing the content more effectively.

Over 50% of participants expressed uncertainty regarding the challenges of designing MEITL tasks, with primary teachers more likely to agree on the difficulties compared to their secondary counterparts This discrepancy can be attributed to the limited English vocabulary of younger students, making it challenging to create age-appropriate tasks that are clear, diverse, and not overly complex One teacher noted the necessity for tasks to be engaging yet simple, while another highlighted the constraints of time, as lessons must cover both Math and English content effectively This struggle is compounded by the findings of McDougald (2016), who pointed out that the context-oriented nature of CLIL makes it difficult to find suitable materials that align with its framework, which encompasses language, content, cognition, and culture.

4.3.3 Balancing between teaching Math and teaching English

Over 65% of respondents indicated that they often advanced further in Math or English during specific lessons This aligns with the findings of Griva, Chostelidou, and Panteli (2014), where a significant number of participants expressed concerns that Content and Language Integrated Learning (CLIL) could negatively impact content-based knowledge, with 55% of Cypriot teachers and 67.73% of Greek teachers sharing this sentiment Additionally, Vũ Đình Phương and Lê Tuấn Anh (2018) corroborated these findings in their research.

―Determining the suitable time to teach Mathematics in English is also a challenge‖

O Ceallaigh, Ní Mhurchú & Ní Chróinín (2017) highlighted the challenge of balancing content learning with language development, noting that teachers often prioritize language skills over content comprehension T5 indicated that while L1 classes emphasize content learning, CLIL classes should focus more on language acquisition However, the current study revealed varied biases among teachers, with T1 and T2 favoring English instruction, while T6 prioritized Math This discrepancy is attributed to the different age groups taught; younger students in grades 1 and 2 received more emphasis on English, whereas students in grades 3 to 9, including those in gifted classes, focused more on Math knowledge.

Balancing Math and English in lessons is not a critical issue; teachers should adapt their focus based on students' needs and proficiency levels Understanding the overall program objectives and specific lesson goals is essential for effectively guiding students toward achieving these aims.

4.3.4 Applying MEITL for primary students

Item #31, which states that "It is hard to make the program effective for primary students," received the lowest mean score of 1.5, with 95.2% of respondents expressing disagreement This contrasts sharply with findings from Griva, Chostelidou, and Panteli (2014), who reported significant obstacles in implementing CLIL for primary education among Greek and Cypriot teachers, with 66.7% of Greek and 77.5% of Cypriot teachers deeming it ineffective The researchers attributed this to a lack of teacher training for young learners However, the teachers in the current study had undergone extensive training prior to teaching primary students, which included three months of summer training and regular weekly professional development sessions focused on integrating English with mathematics for various student levels, particularly primary students The trainers consisted of experts in integrated education, mathematics, English, and primary education from leading universities, as well as experienced teachers from the center.

4.3.5 Applying MEITL to teach the students with low level of English competence

Over 70% of participants reported challenges in teaching students with low English competence, aligning with teachers' sentiments expressed in interviews One teacher noted, "There are many students with low levels of English; even when I use the simplest words, they still don't understand, which makes me feel quite stressed." This finding mirrors the conclusions of Griva, Chostelidou, and Panteli (2014), where 81.4% of Greek teachers and 52.9% of Cypriot teachers acknowledged the ineffectiveness of teaching lower-level students The study suggests that the practice of grouping low-level students with higher-level peers complicates effective teaching, rendering programs like MEITL ineffective for those with limited English knowledge.

4.3.6 Teaching and learning complex Math themes in English

A significant majority of participants (71.43%) agreed that teaching complex math concepts in English is challenging, with a mean score of nearly 4.1 This difficulty arises from schools introducing the program to students in grades 2, 3, or even 6 and 7, who lack a foundational understanding of integrated math and English since grade 1 Consequently, these students struggle to grasp complex math topics in English All six interviewees reported resorting to Vietnamese when unable to explain advanced exercises in English, with one stating, "There are some problems where students find it extremely difficult even in Vietnamese; in those cases, I find Vietnamese works better." Another echoed this sentiment, mentioning that during test preparation classes, they often switch to Vietnamese after attempting to explain in English Additionally, students often prefer to use Vietnamese when they lack the necessary vocabulary to tackle complex problems.

Bonnet (2004) argued that learners frequently reverted to their mother tongue, German, due to insufficient foreign language proficiency and a lack of understanding of concepts in German This finding highlights the challenges faced by learners in acquiring a new language effectively.

In my view, the inclusion of Vietnamese in the MEITL program is beneficial, as the first language (L1) serves a crucial function in foreign language acquisition L1 acts as a valuable resource that learners utilize both consciously and unconsciously to organize and reorganize the second language (L2) input, ultimately enhancing their performance.

According to Ellis (1995), transfer is a natural aspect of the second language (L2) learning process, but excessive reliance on the first language (L1), such as Vietnamese, can hinder English acquisition Therefore, teachers should judiciously incorporate language code-switching to support learners in meeting both content and language goals in their lessons.

4.3.7 Time allocating and English grammar and structure teaching

A key finding from the data indicates that all participants (100%) recognized the challenge of managing time for English grammar within the MEITL program Due to the limited class time and the extensive content that needs to be covered in both Math and English simultaneously, insufficient time was allocated to English grammar and structures All teachers reported a significant shortage of time in the MEITL program, with 100% of respondents highlighting this issue Nevertheless, the findings do not suggest that English grammar and structures were entirely neglected in the MEITL program.

In a recent interview with six teachers, it was revealed that while grammar instruction is limited, it is integrated into Math themes rather than taught in isolation Students learn essential grammatical structures, such as singular and plural nouns, comparatives, superlatives, and various verb tenses, through practical applications in Math topics For instance, when discussing comparisons of size, weight, and height, teachers incorporate relevant grammar lessons to enhance understanding Additionally, students actively engage with teachers to clarify language structures necessary for articulating their thoughts and presenting their work This approach aligns with Coyle's Triptych (2005), emphasizing the importance of language in presenting basic concepts, functioning in a foreign language environment, and addressing spontaneous language needs during the learning process.

The teachers‘ recommendations to improve MEITL program‘s

A comprehensive analysis of the MEITL program reveals that, despite its advantages, significant challenges persist in its implementation within the current Vietnamese context Acknowledging these obstacles, educators consistently propose practical recommendations aimed at enhancing the program's effectiveness and overcoming these difficulties.

4.4.1 Raising public awareness of CLIL program in general, MEITL in particular

Teachers expressed feeling stressed due to the high expectations set by parents, who wanted their children to master every problem in English Math books One teacher noted instances where parents sourced advanced English Math books and required their children to translate and complete all exercises If the children struggled, parents became dissatisfied with both the program and the teachers, deeming it ineffective This created a challenging situation for teachers, who found it difficult to address these concerns with each parent individually.

The implementation of a top-down policy in several schools has resulted in reluctance from parents and students to adopt the integrated Math and English learning approach Teachers T2 and T3 reported feeling discouraged when they heard parents and other subject teachers express concerns such as, "There isn't enough time for learning Math in Vietnamese, let alone integrated Math and English," and "Integrated Math and English is a waste of time; we only need Math and English." Consequently, students, influenced by these sentiments, perceive integrated Math and English learning as unimportant and are less likely to engage cooperatively with their teachers in the classroom.

Teachers recommend increasing conferences with parents and students to clarify the objectives, benefits, and implementation process of the new integrated Math and English approach It is essential for school administrators, teachers, parents, and students to understand that the outcomes of this program extend beyond basic subject knowledge The integration of Math and English involves more than just combining the two subjects; it represents a holistic educational strategy Conferences should also highlight the opportunities this program presents Additionally, all stakeholders must recognize that successful implementation requires time, not just a few weeks or a semester, and discussions should focus on how to effectively support learners throughout this process.

In her 2016 study, Nguyễn Thị Thuỳ Linh highlighted the challenges faced by teachers in Vietnam when implementing Content and Language Integrated Learning (CLIL), primarily due to a lack of public understanding of its theories and practices She emphasized the need for clearer explanations about CLIL's purposes to encourage stakeholders to adopt this approach more willingly.

Interviewees expressed concerns about the excessive number of exercises in the book, indicating that this left insufficient time for fostering learners' communication skills and intercultural understanding.

All interviewees suggested reducing the number of exercises to allocate more class time for developing oral skills Additionally, it was recommended that the coursebook incorporate more intercultural knowledge, enabling students to grasp the similarities and differences among various cultures and learn effective communication strategies in a multicultural environment.

T4 also hoped to separate books into advanced level and mainstream level

Students with low English proficiency struggle to tackle complex math problems in their textbooks Providing separate books for advanced and mainstream students would enable nearly all learners to keep up with the curriculum effectively.

T6 highlighted the need for distinct course books tailored to students learning at different paces in the MEITL program, specifically those covering one section per week versus those covering two Currently, all students in the same grade are using the same coursebook, which leads to significant content being skipped due to varying class time Implementing a separate coursebook with fewer tasks for students attending one section weekly would effectively address this issue.

Modifying coursebooks is essential because no single book can cater to all students' needs In Vietnam, where learners are not accustomed to the MEITL program, there is a critical demand for tailored course materials to effectively implement this initiative.

Teachers reported that MEITL classes in many schools had large class sizes, ranging from 25 to 60 students They suggested reducing the number of students per class to around 15 to enhance speaking activities and provide more individualized attention Additionally, teachers expressed a desire for classes to be organized by skill level, which would allow for more effective teaching—advanced students could learn at a faster pace with more challenging material, while basic students could focus on foundational knowledge This restructuring would make the MEITL program more beneficial for all students.

The relationship between class size and students‘ achievement is undeniable That is, the small class sizes have positive effects on students‘ achievement (Biddle

Reducing class size is linked to improved academic achievement, particularly when classes have fewer than 20 students Smaller classes allow for increased individual attention from teachers and greater student engagement in active learning To enhance the effectiveness of the MEITL program, school administrators should prioritize reorganizing class sizes.

4.4.4 Using Information and Communication Technology

In interviews, teachers emphasized the importance of incorporating Information and Communication Technology (ICT) in MEITL classes to enhance language competence and motivate students They highlighted the effectiveness of ICT through their teaching practices, noting that interactive PowerPoint games engage students and foster excitement in learning Additionally, the use of computers and speakers facilitates vocabulary acquisition by allowing students to learn through visuals and native pronunciation To maintain student interest, teachers suggested using relevant videos when attention wanes They also expressed a desire for interactive boards to create more engaging activities The teachers recognized the value of ICT hardware, such as computers and projectors, in lesson planning and classroom management, while advocating for specialized ICT software to support the MEITL curriculum They envisioned useful applications that include sample lessons, exercises, and games for home practice, and recommended establishing an online learning environment for secondary students to collaborate with peers and teachers.

The integration of high-tech tools like computers, projectors, and interactive boards creates an ideal environment for implementing the MEITL program, enhancing teacher engagement and motivating learners to overcome language competence challenges However, achieving full ICT equipment in all classrooms remains a significant challenge, requiring time and collaboration among government, school administrators, and parents Teachers' insights are crucial for stakeholders to enhance the efficiency of the MEITL program.

CONCLUSION

Summary

The research investigates teachers' opinions on the MEITL program at an education center in Vietnam By analyzing their real teaching experiences, the study provides recommendations to enhance the program's benefits and address its challenges Utilizing a 32-item questionnaire followed by semi-structured interviews, the research yielded satisfactory findings.

5.1.2 The benefits of MEITL program, as perceived by the teachers

The data analysis has specified 5 dimensions the program benefit: context, content, language, learning, and culture The outstanding benefits categorized in 5 dimensions are summarized as follows:

The MEITL program enhances the global profile of Vietnamese schools by facilitating knowledge and cultural exchanges with international institutions It enables learners to achieve international certification in Math and English, while also serving as a foundational model for implementing the CLIL approach in Vietnam.

The MEITL program offers advanced students comprehensive mathematics knowledge while facilitating access to mathematical concepts in English It not only prepares students for future academic pursuits but also equips them with essential skills for the workplace, including problem-solving, presentation, and teamwork abilities.

The program enhances overall English competence, focusing on improving oral communication skills and fostering awareness of both first language (L1) and Content and Language Integrated Learning (CLIL) language It builds self-confidence in learners as they navigate the process of using and learning English effectively.

The MEITL program enhances overall learner motivation, supports individual learning strategies, and develops essential cognitive skills It promotes a positive attitude towards both language and math learning while diversifying teaching methods and approaches in the classroom.

Culture: the MEITL program provides chances for learning about specific neighboring countries, and introduces wider cultural context (though not many)

5.1.2 The challenges of MEITL program, as perceived by the teachers

While the MEITL program offers numerous advantages, it also presents challenges such as task design difficulties, the need to balance Math and English knowledge, and the implementation of the program for students with limited English proficiency Additionally, educators face obstacles in teaching complex Math topics, managing time effectively, and addressing Grammar instruction.

5.1.3 The teachers’ recommendations concerning improving the MEITL program’s effectiveness

To enhance the effectiveness of the MEITL program, teachers recommend increasing public awareness about its objectives, benefits, challenges, and application processes They suggest modifying coursebooks to cater to diverse student groups, reorganizing classes by reducing class sizes and grouping students with similar levels of English proficiency and Math knowledge Additionally, the integration of ICT hardware and software in teaching and learning is emphasized as a crucial improvement strategy.

Implications

Recent research highlights the advantages and challenges associated with MEITL programs, reinforcing Coyle's (2005) framework and the CLIL dimensions proposed by Marsh, Maljers, and Hartiala (2001) These findings serve as compelling evidence of the practical application of CLIL theories, demonstrating how the CLIL approach, when aligned with Coyle's framework, can effectively address both benefits and difficulties in educational settings.

(2005) can be implemented successfully in the current context of Vietnam

This study highlights the practical advantages for policymakers, school administrators, and center managers involved in the MEITL program By considering teachers' insights on challenges and suggestions, they can make essential modifications to class size, materials, and parent collaboration processes This approach aims to enhance the program's effectiveness and achieve improved outcomes on a larger scale.

Limitations and recommendations for further studies

This survey research has notable limitations, including the reliance on questionnaires and interviews for data collection, which may introduce bias and fail to accurately represent real teaching scenarios Additionally, the findings do not comprehensively capture the full scope of the benefits and challenges associated with the MEITL program.

This study identifies several unaddressed gaps, presenting new avenues for future research To enhance the objectivity of results, subsequent investigations on similar topics should utilize a broader range of data collection methods and involve a larger pool of interviewees.

The present study involves the participating of teachers only, there are still other stakeholders that other researchers can examine such as students and policy makers

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Bộ Giáo dục và Đào tạo (2003) đã ban hành Thông tư sửa đổi, bổ sung một số điều của quy định đánh giá học sinh tiểu học theo Thông tư số 30/2014/TT-BGDĐT ngày 28 tháng 8 năm 2014 Thông tư này nhằm cải thiện quy trình đánh giá học sinh tiểu học, đảm bảo tính chính xác và công bằng trong việc đánh giá năng lực học tập của học sinh Chi tiết về thông tư có thể được tìm thấy tại địa chỉ: https://thuvienphapluat.vn/van-ban/giao-duc/Thong-tu-22-2016-TT-BGDDT-sua-doi-danh-gia-hoc-sinh-tieu-hoc-thong-tu-30-2014-TT-BGDDT-323463.aspx (truy cập ngày 8 tháng 6 năm 2018).

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Languages in the National Education System, Period 2008 to 2020‘

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MOET (2010) Decision No 959/QĐ-TTg: ‗Developing the Gifted Upper-

The article discusses the development of the secondary school system in Vietnam from 2010 to 2020, highlighting key policies and decisions that shaped educational reforms during this period It emphasizes the importance of enhancing educational quality and accessibility to meet the needs of a rapidly changing society The document outlines specific strategies and initiatives aimed at improving infrastructure, curriculum, and teacher training in secondary education For more details, refer to the official document available at the provided link.

MOET (2018) Decision No 2658/QĐ-BGDĐT: ‗Teaching and Learning Foreign

The article discusses the implementation of foreign language education within the National Education System in Vietnam from 2017 to 2025 It highlights the strategic decisions made to enhance language learning and teaching methodologies, aiming to improve students' proficiency in foreign languages The initiative is part of a broader educational reform to better prepare students for global communication and integration For more details, refer to the official document available at the provided link.

Nguyễn Thị Thùy Linh (2016) Reconsidering the first steps of CLIL implementation in Vietnam European Journal of Language Policy, 8(1), 29-

Nhan, T (2013) ‗Promoting Content and Language Integrated Learning in Gifted

High Schools in Vietnam: Challenges and Impacts‘, Internet Journal of Language, Culture and Society 38: 146–53

Võ Đoàn Thọ (2015) The Introduction of CLIL (Content and Language Integrated

Learning) to English Teaching and Learning at University of Economics Ho Chi Minh City

Vũ Đình Phương and Lê Tuấn Anh (2018) TEACHING MATHEMATICS IN

ENGLISH TO VIETNAMESE 6 th GRADE STUDENTS BY USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) APPROACH Vietnam Journal of Education, 5(1st), pp.41-45

APPENDICES APPENDIX 1: QUESTIONNAIRE FOR THE TEACHERS

My name is Do Thi Nham, and I am conducting my MA research on teachers' opinions regarding the Math and English Integrated Teaching and Learning Program (MEITL) at an education center in Hanoi This exploratory study aims to identify the benefits and challenges associated with the MEITL program I would greatly appreciate your willingness to respond to the questions below.

Please read every statement carefully and tick () on the alternatives that you find most suitable

Thank you very much for your cooperation and participation!

PERSONAL INFORMATION Teacher’s Name (optional): _

Experience in Math and English Integrated Teaching:

First year 2-5 years More than 5 years

In responding to the statements in this questionnaire, please tick () on the appropriate choice to indicate your level of agreement, from strongly disagree to strongly agree:

BENEFITS OF MEITL PROGRAM, AS PERCEIVED BY THE TEACHERS

2 MEITL helps learners to access international certification

3 MEITL enhances the school profile

4 MEITL provides in-depth knowledge of

5 MEITL provides multiple perspectives for the study

6 MEITL prepare for future study

7 MEITL program trains skills for working life

Strongly disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly agree (5)

8 MEITL program guides students to access

9 MEITL program helps to improve learners‘ overall English competence

10 MEITL program develops oral communication skill

11 MEITL program develops awareness of

12 MEITL program developd self-confidence as a language learner and communicator

13 MEITL program introduces the using and learning of English

14 MEITL program improves learners‘ motivation in general

15 MEITL program complements individual strategies

16 MEITL program develops cognitive skills

17 MEITL program fosters positive attitude towards English learning

18 MEITL program fosters positive attitude towards Math learning

19 MEITL program diversifies methods and approaches to classroom practice

20 MEITL program builds intercultural knowledge

21 MEITL program develops intercultural communication skills

MEITL program provides chances for learning about specific neighboring countries

23 MEITL program introduces wider cultural context

CHALLENGES OF MEITL PROGRAM, AS PERCEIVED BY THE TEACHERS

24 It takes time to design MEITL tasks

25 Teachers lack time to deliver both Math and

26 It is difficult to collect content materials for

27 It takes much time to adapt content materials for MEITL course

It is hard to balance between teaching Math knowledge and teaching English knowledge

It is hard to make the program effective to the students with low level of English competence

30 It is hard to manage time for Grammar in

31 It is hard to make the program effective to the primary students

32 It is hard to use English to teach the complex content in Maths

APPENDIX 2: GUIDING QUESTIONS FOR THE INTERVIEWS

1 Bạn có thể giới thiệu đôi chút về bản thân được không ạ?

(Can you introduce about yourself?)

2 Từ quá trình đi dạy của bạn, bạn thấy chương trình này mang lại những lợi ích gì ạ?

(From your own teaching experiencing, can you tell me the benefits of this program?)

3 Có khó khăn gì giáo viên, trung tâm găp phải trong quá trình triển khai chương trình đến các nhà trường không ạ?

4 Bạn có đề xuất gì để giúp chương trình hiệu quả hơn ? (Do you have any recommendations for improving the program‘s effectiveness)

2 MEITL helps learners to access international certification 0 0 % 0 0 % 2 9.5 % 18 38.1 11 52.4

3 MEITL gives strong message about plurilingual education 0 0 % 2 9.5 % 5 23.8% 14 66.7% 0 0%

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4 MEITL provides in-depth knowledge of Math 0 0% 2 9.5% 7 33.3% 11 52.4% 1 4.4%

5 MEITL provides multiple perspectives for the Math topics 0 0% 6 28.5% 14 66.7% 1 4.8% 0 0%

6 MEITL prepare for future study 0 0% 0 0% 4 19.1% 13 61.8% 4 19.1%

7 MEITL program trains skills for working life 0 0% 0 0% 9 43.9% 10 47.6% 2 9.5%

MEITL program guides students to access Math knowledge in English

9 MEITL program helps to improve learners‘ overall 0 0% 0 0% 2 9.5% 18 85.7% 1 4.8%

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10 MEITL program develops oral communication skill 0 0% 0 0% 10 47.6% 10 47.6% 1 4.8%

11 MEITL program develops awareness of CLIL language 0 0% 1 4.8% 7 33.3% 13 61.9% 0 0%

MEITL program develop self- confidence as a language learner and communicator

13 MEITL program introduces the using and learning of English 0 0% 0 0% 3 14.2% 14 66.7% 4 19.1%

14 MEITL program improves learners‘ motivation in general 0 0% 0 0% 6 28.6% 12 57.1% 3 14.3%

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16 MEITL program develops cognitive skills 0 0% 0 0% 3 14.3% 15 71.4% 3 14.3%

MEITL program fosters positive attitude towards English learning

18 MEITL program fosters positive attitude towards Math learning 0 0% 0 0% 1 4.8% 15 71.4% 5 23.8%

MEITL program diversifies methods and approaches to classroom practice

20 MEITL program builds intercultural knowledge 2 9.5% 7 33.3% 8 38.1% 4 19,1% 0 0%

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MEITL program provides chances for learning about specific neighboring countries

23 MEITL program introduces wider cultural context 0 0% 5 23.8% 12 57.1% 4 19.1% 0 0%

24 It takes time to designs MEITL tasks 0 0% 0 0% 11 52.4% 10 47.6% 0 0%

Teachers lack time to deliver both Maths and English knowledge

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XII materials for MEITL course

It takes much time to adapt content materials for MEITL course

It is hard to balance between teaching and learning Math and teaching English

It is hard to make the program effective to the students with low level of English competence

30 It is hard to manage time for

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XIII effective to the primary students

32 It is hard to use English to teach the complex content in Maths 0 0% 1 4.8% 27 4.8% 14 66.7% 5 23.7%

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Giáo viên 1 (T1) Giáo viên 2 (T2) Giáo viên 3 (T3)

1 - Mình tốt nghiệp thạc sĩ tại trường đại học Victoria chuyên ngành lý luận và phương pháp giảng dạy bộ môn Tiếng Anh

-Mình đã tham gia giảng dạy chương trình tích hơp Toán Tiếng Anh được

-Mình chủ yếu dạy đối tượng học sinh tiểu học (khối 1, 2, 3)

Mình tốt nghiệp thạc sĩ tại trường đại học Victoria chuyên ngành lý luận và phương pháp giảng dạy bộ môn Tiếng Anh

-Mình đã tham gia giảng dạy chương trình tích hơp Toán Tiếng Anh được 4 năm

-Mình chủ yếu dạy đối tượng học sinh tiểu học (từ khối 1 đến khối

5), cả lớp cơ bản lẫn lớp nâng cao

Mình tốt nghiệp đại học trường đại học Sư phạm Hà Nội chuyên ngành sư phạm Toán Tiếng Anh

-Mình đã tham gia giảng dạy chương trình tích hơp Toán Tiếng Anh được

-Mình dạy cả học sinh tiểu học lẫn học sinh trung học cơ sở (từ khối 3 đến khối 8)

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Trong các tiết học tiếng Anh, tôi khuyến khích học sinh tham gia vào nhiều hoạt động để chia sẻ ý kiến và suy nghĩ của mình Nhiều học sinh thậm chí còn ra khỏi lớp và tự nhắc lại các thuật ngữ vừa học bằng tiếng Anh, cho thấy sự hứng thú và tiếp thu tốt của các em.

Trong quá trình giảng dạy, tôi sử dụng nhiều ngôn ngữ cơ thể để học sinh có thể học theo và diễn đạt ý tưởng khi gặp khó khăn với từ vựng tiếng Anh Các em cũng áp dụng từ vựng tiếng Anh trong giờ học để giải quyết các bài tập toán, từ đó vận dụng được cách tư duy và phương pháp tiếp cận Toán học của nước ngoài Chẳng hạn, khi dạy Toán có lời văn bằng tiếng Việt, tôi sẽ đọc đề bài, khuyến khích học sinh suy nghĩ và đề ra hướng giải quyết.

Nhưng ở Toán T.a thì chia ra từng bươc rõ ràng hơn: xác định yêu cầu đề bài, tìm từ khoá, xác định cách làm, trình bày, kiểm tra lại

-Học sinh từ lớp 3 trở lên sẽ đưa nhiều kiến thức nâng cao hơn

Phát triển năng lực tiếng Anh là điều cần thiết, nhưng do thời gian hạn chế, nhiều người thường chỉ tập trung vào việc làm bài tập mà ít chú trọng đến việc rèn luyện kỹ năng.

Trong bài học Toán và Tiếng Anh, tôi tập trung vào việc giảng dạy các kiến thức cơ bản, đồng thời cung cấp một số bài nâng cao dành cho học sinh khá, giỏi Tôi hướng dẫn các em học các thuật ngữ toán học và cách giải toán một cách hiệu quả.

Học sinh ngày nay có nhiều cơ hội để thi lấy chứng chỉ quốc tế, nhưng điều này đòi hỏi thời gian và nỗ lực Việc cho trẻ em làm quen với học tích hợp toán bằng tiếng Anh từ sớm sẽ tạo nền tảng vững chắc, giúp các em dễ dàng tiếp cận và tìm hiểu sâu hơn về môn toán trong tương lai.

-Đang trong quá trình toàn cầu hoá nên học tích hợp Toán Tiếng Anh trở nên phổ biến

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XVI thay vì chỉ nghe và nhìn giáo viên, học sinh có thể học từ thông qua tranh ảnh, thông qua phát âm của người bản ngữ

- Các bạn vừa được tích hợp giữa môn tiếng anh và môn Toán

Môn toán-tiếng Anh kết hợp giữa giáo trình của Bộ GD và nhiều cải tiến mới từ nước ngoài, giúp học viên tích lũy kiến thức vững chắc Qua đó, học sinh có thể tự tin luyện phản xạ và giao tiếp Bên cạnh đó, việc học còn giúp mở rộng vốn từ vựng đáng kể.

-Học các cách để diễn đạt vấn đề thực tế

Học sinh sẽ trở nên tự tin hơn nhờ vào việc rèn luyện tư duy và phản xạ ngôn ngữ, cũng như tích lũy từ vựng phong phú Trong trường hợp không biết từ, các bạn vẫn có thể tìm ra cách diễn đạt ý tưởng của mình một cách hiệu quả.

-Trường có môn Toán Tiếng Anh sẽ thu hút phụ huynh, học sinh

Hiện tại bố mẹ mong muôn các con học song bằng

Dạy và học Toán bằng tiếng Anh cần gắn liền với học sinh, với các phương pháp tiếp cận đa dạng tùy theo từng bài học Tuy nhiên, vì Toán học yêu cầu độ chính xác cao, nên mỗi chủ đề và kiến thức thường chỉ có một cách hiểu duy nhất.

Học sinh có khả năng áp dụng kiến thức đã học vào việc giải quyết các vấn đề thực tiễn Chẳng hạn, khi học về dung tích, học sinh sẽ biết cách lựa chọn vật chứa phù hợp cho một lượng chất lỏng nhất định.

-Trong lớp mình sử dụng nhiều tiếng Anh, cho các con xem 1 số video liên quan đến bài học bằng Tiếng Anh, khuyên khích các con nói tiếng

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