VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF EDUCATION PHÍ TRUNG ĐỨC TEACHING ALGEBRA IN ENGLISH ACCORDING TO CLIL APPROACH TO DEVELOP MATHEMATICAL COMMUNICATION COMPETENCE FOR GR
Reason for study
In the era of modernization, industrialization and rapid development of science and technology, human resources is considered to be a decisive element of each country’s prosperity Therefore, domestic human resources ought to possess indispensable knowledge of science and foreign languages
The Government, the Ministry of Education and Training created policies to encourage schools meeting required abilites to teach certain subjects in English with The Foreign Language Project 2020 This is totally necessary, however through practice, the implement of the Project is facing loads of difficulties One of the fundamental difficulties is the lack of competences to teach scientific subjects in English from teachers In order to overcome difficulties and meet social demands, supported by The Foreign Language Project 2020, from academic year 2013 – 2014, Hanoi National University of Education first opened a new major named Mathematics Pedagogy in English Years later, several similar majors in Physics, Chemistry, Information technology were gradually opened
Nowadays, bilingual schools are rapidly emerging, leading to a huge interest from parents and students One of the first priority subjects experimented is Mathematics This subject in every school is crutial, not only provides knowledge but also impacts the rise and development of mathematical communication competence for students Despite that, the subject is mostly taught in a way that English language is achieved by putting into Mathematics terminologies
According to several surveys, the method of content and language integrated learning (CLIL) is becoming more and more popular in schools at every stage throughout Europe Through initial base researches along with newly released studies, Vietnamese education is having an enormous advantage in making use of what CLIL brings about as an approach of the era CLIL has been used as a tool to improve foreign language competence both in teaching and learning Many researches emphasizes in the effectiveness of CLIL approach in teaching scientific subjects in foreign languages For example, Jill Surmont’s research suggests that CLIL is a natural approach, since CLIL provides explicit and implicit learning, hence it has awareness strength that traditional methods does not [29] Furthermore, Khalid Ouazizi’s research result shows that CLIL is more effective than traditional methods in helping learners achieve higher level of English and mathematical competences [27] Teaching in such method also creates more interest and motivations for
2 students In fact, it makes Vietnamese education more diverse and lively as Mathematics teaching experience now brings more ideas through new language
Motivated by such issues, with the desire to higher the effectiveness of learning Mathematics in English for grade 7 students, as well as to join a hand in improving teaching quality, creating interest for learners and exciting classes, I would like to suggest an idea of researching on: “Teaching Algebra in English according to CLIL approach to develop mathematical communication competence for junor high school students”
History of research field
CLIL terminology was first introduced in 1994 by David Marsh, a member of a research group in bilingual and multilingual teaching at University of Jyvọskylọ, Finland This terminology was proposed under experience extracted from two bilingual teaching programs: “Immersion” in Canada in the 1970s and “LAC movement” in England from 1966 The initial understanding of CLIL is used for teaching subjects for students through a foreign language CLIL is widely applied in Finland, the Netherlands and European countries [19] It is an approach of knowledge by teaching in foreign or second language In other words, this approach concentrates on both language and subject Moreover, it also provided flexible learning methods
Some scholars believes that “bilingual education” is just a simple way to explain a complicated educational phenomenon, including a various of different approaches such as English as a medium of instruction (EMI), Content-based instruction (CBI) or, of course, Content and language integrated learning (CLIL), all have the form of bilingual education However, EMI and CBI target in enhancing subject content and communication proficiencies for students by teaching them bilingual In fact, they provides linguistic skills for students to use in the future, meanwhile CLIL provides linguistic skills for students for instant use
EMI and CBI are sometimes used as a way to improve linguistic capabilites for languages other than English, tried to conclude the main differences among CLIL and other approaches They believe that there are many similarities, few differences and the distinction could not be clearly seen from the concepts introduced in previous researches One of the key differences among these approaches is the aim that they target: EMI and CBI are aimed to build a good foreign language capability closest to mother tongue, while CLIL programs aim at building a proficiency of skills
3 Coyle (2007) sees that CLIL is a flexible approach, encouraging teaching certain programs In this model, learning programs are designed to prepare academic elements, base on that, lesson objective will be more focused in linguistic, then build students’ attitude Therefore, CLIL shows a much more effective approach to spread foreign language in classes without eliminating the importance of other subjects
This method also strengthens knowledge of the subject, improves linguistic skills, motivates students – an approach putting focus on both language and knowledge [19]
As presented by Mehisto, authorities, especially school managers, play an important role in spreading CLIL since this is a procedure needed to be divided in stages [8] School managers tend not to be ready to develop teaching staff, which would very much assist teachers in terms of language, so that they may co-operate in teaeching and solving problems that they are not well-trained If these are not applied, teachers lack of linguistic experiment might focus on content and forget the linguistic aspect in the lesson and having no association with linguistic teachers [7]
In these cases, those oriented CLIIL approach could be the link among students, parents and other teachers [13] to ensure having the balance between teaching method and assisting tools for both content and language integrated learning, created a more integrated link Overall, teaching in groups is still a limit that CLIL needs to solve b) Researches on CLIL approach in Vietnam
In Vietnam, CLIL approach has created an evolution, making ways for new approaches for Mathematics teaching There are several theoretical researches to apply CLIL approach to teach Mathematics in junior high schools, especially grade 7 Two authors Le Tuan Anh and Vu Dinh Phuong in “Trang bị một số nội dung của CLIL cho sinh viên ngành Sư phạm Toán dạy bằng tiếng Anh” suggest that CLIL may be considered in various aspects [2] In CLIL program, learners gain not only knowledge from the subject but also foreign language and how to use them.
Research objectives
The thesis focuses on researching the reality and proposing solutions to implementing CLIL approach to teach Mathematics in English for grade 7 students to develop mathematical communication competence.
Research tasks
To achieve research objective, the thesis focuses on carrying out the following research tasks:
4 - Study main points of CLIL approach and how to apply CLIL approach in teaching Algebra in English for grade 7 students
- Determine the characteristics of mathematical communication competence to apply and find the way to develop these competences
- Survey the reality in teaching Algebra in English according to CLIL approach
- Derive a suitable measure to develop mathematical communication competence for grade 7 students
- Focus on researching lesson plans, practical teaching Then find an effective CLIL approach for Mathematics in English
- Carry out experiments of CLIL approach in practical teaching in some junior high school in Hanoi to evaluate the feasibility of proposals in thesis.
Research object and range
Research object of the thesis is CLIL approach and application of CLIL approach in teaching Algebra in English to develop mathematical communication competence for grade 7 students b) Research range
CLIL approach is an approach, a scientific point of view in Mathematics methodology researching My thesis focuses on researching CLIL approach, one of the most popular and preeminent approach, deep rooted from David Marsh’s researches, and then developed to school teaching by famous researchers: Bentley, Hanesova, Coyle, Bruton, Quazizi,… The research range has been researched, appeared and gained certain effects and applied in practical Mathematics teaching in Vietnamese schools with the goal of developing learners’ competences, creating more and more creative activities to form and develop students’ competences.
Scientific hypothesis
If some methods of applying CLIL approach in teaching Algebra in English for grade 7 students are proposed with high practical applications, effective use in teaching and learning, as well as the development of mathematical communication competence in detail, then the quality and effectiveness of teaching Algebra in English in general will be improved.
Research methods
5 The thesis focuses on researching some issues regarding theories of CLIL approach in the world as well as in Vietnam, theories of topic, Mathematics methodology, characteristics of mathematical communication competence development,… to form theoretical basis of the research topic b) Practical research method
The thesis use this method to study the reality of teaching Algebra in English according to CLIL approach, organising, teaching method which are suitable for students and practical, effective to improve the quality of teaching Algebra in English for grade 7 students according to CLIL approach c) Pedagogy experiment method
Information processing methods: Qualitative, quantitative, statistics and analytics.
Thesis contribution
- Theoretically: The thesis determines the fundamental components of CLIL approach, analyze on the base and capability of applying into reality, then build tasks, forms of applying CLIL approach in teaching Algebra in English to develop mathematical communication competence for grade 7 students The research result helps to add and clarify the point of view of CLIL approach in teaching Science in English in general and Mathematics in English in detail
- Practically: The thesis has constructed an applying procedure, then propose the mean of lesson organizing and activities according to CLIL approach Research conclusion will be applied in certain lessons of junior high school teachers, actively satisfying the objective of developing mathematical communication competence and play as a role of reference for colleagues.
Thesis structure
Beside the Introduction, Conclusion and recommendations, References and Appendix, the content of the Thesis consists of three chapters:
Chapter 1: Theoretical basis và practical basis
Chapter 2: Teaching Algebra in English according to clil approach to develop communication competence
THEORETICAL AND PRACTICAL BASIS
Theoretical basis
1.1.1 Theory on competency-based education (CBE) 1.1.1.1 Overview of CBE
CBE is a learning method that helps students progress by mastering skills at their own pace, independent of time or space This approach focuses on demonstrating the desired learning outcomes of students, emphasizing their individual interests, learning needs, and specifically “personalizing” the learning program for them
Although flexible in both time and space, with a competency-based learning model, students will not be allowed to "jump" to a higher level when they have not mastered the knowledge They cannot continue their program of study until they have demonstrated their proficiency at the current level (the learning outcomes they wish to demonstrate) This ensures the quality of the curriculum as well as the progress of the students
There are many approaches in the competency-based learning model such as:
Individualized-based learning, Group-based learning, interest-based learning, etc
The biggest difference of the competency-based learning model is the absence of semesters Student results are no longer dependent on the fixed length of semesters
They can participate in any level if they have passed the previous level, end the program whenever they prove their ability, or they also have the right to study until they master it knowledge without worrying about course time
The structure of the courses depends on the level of each learner Students are free to learn when and where they learn Learners can complete their courses even while in the corporate office, at home or even in a coffee shop Instead of learning at the teacher's pace, students can learn at their own pace
With competency-based learning, students are not controlled by a certain learning process Fast or slow is up to them to adjust This is a great benefit for work-study people when their schedules don't allow for regular classes, who already have a certain amount of knowledge and don't want to waste any more time on what they already know know
7 Students are more interested in this model because they feel in control, they have control over when, where and how they access knowledge
Costs for rooms and technical facilities are reduced, leading to lower tuition fees
Many educational institutions adopt this model as a strategy to attract students and reduce costs The faster learners progress, the less expensive the curriculum
From being proactive in their learning and not being constrained by time, students will find it easier to discover their own strengths and weaknesses to adjust This model emphasizes practicality Therefore, the programs are designed with the aim of minimizing cumbersome theoretical content, mainly focusing on the content revolving around the necessary skills for each profession and each specific audience
Not all students are suited to traditional teaching and rigid timetables By helping students complete courses on their own terms, competency-based learning saves students both time and money However, there are still conflicting opinions surrounding this model In order to effectively implement competency-based learning into the Vietnamese education system, it is necessary to have accurate researches and assessments on learning objects as well as ways to remove barriers to learning Technology
1.1.2 Popular competency-based teaching methods 1.1.2.1 Project-based learning
Project-based learning or project learning is a form of teaching in which learners perform a complex learning task, with a combination of theory and practice to create products and introduce them The task of this method requires learners to have high self-study level in the whole learning process Teamwork is the basic form of project-based learning
Fundamental characteristics of project-based learning:
• Learners are at the center of the teaching process
• The project focuses on important learning objectives associated with standards
• The project is oriented towards a set of framework questions
• The project requires varied and frequent forms of assessment
• The project is related to reality
• Learners demonstrate their understanding through the product and the implementation process
• Modern technology supports and promotes learners' learning
• Thinking skills are an indispensable element in project-based learning
Different from the traditional teaching method, where the teacher plays a central role as an expert and the main task is to impart knowledge, in project-based learning, the teacher is only a guide and advisor, not a "hand-held job" for his/her students
Accordingly, teachers do not teach the content to be learned in the traditional way, but from the content see its relevance to life's problems, form an idea about a project related to the learning content, create role for students in the project, making the student's role close to the content to be learned (designing exercises for students)…
In short, the teacher no longer plays a leading role in the teaching process but becomes a guide, a helper for students, creating the most favorable environment for them on the way to implement the project
It is the student who decides how to approach the problem as well as the methods and activities needed to be taken to solve it Students practice solving real-life problems with adult skills through teamwork And it is students who select data sources, collect data from those different sources, then synthesize, analyze and accumulate knowledge from their own work Students complete their learning with specific products (projects) and are able to present and defend that work Students are also presenters of new knowledge they have accumulated through the project
Finally, the students themselves are the assessors and are evaluated based on what they have collected, based on the conciseness and rationality of their presentation according to the previously developed criteria
Problem-based learning is a teaching method in which teachers create problematic situations, control students to discover problems, act autonomously, actively, proactively and creatively to solve problems and through that acquire knowledge, practice skills and achieve other learning goals The basic characteristic of problem- based learning is "problematic situations" since "Thinking begins only when a problematic situation appears" (Rubinstein)
Implementation process of problem-based learning:
• Step 1: Detect or penetrate the problem
• Step 4: Deep dive into the solution
This teaching method contributes positively to the training of students' critical thinking and creative thinking On the basis of using their existing knowledge and experience, students will consider, evaluate and see the problem that needs to be solved This is a teaching method that develops the ability to explore and consider from many different angles While discovering and solving problems, students will mobilize their knowledge and personal abilities, the ability to co-operate, exchange and discuss with friends to find the best way to solve problems Through problem solving, students acquire knowledge, skills and cognitive methods
Practical basis
1.2.1 Official guidance on bilingual education
According to document No 2080/QĐ-TTg and 6537/BGDĐT-GDTrH (Appendix 1):
- Schools should actively develop a plan to teach the school's bilingual program on the basis of the bilingual program issued by the Ministry of Education and Training together with Decision No 3452/QD-BGDĐT dated August 18, 2010 on the Approving the Program of Subjects in the Bilingual Program
32 - Enhance active teaching, action-oriented teaching, promote students' initiative and creativity, integrate skills and knowledge, develop communication competence
1.2.2 Analysis of 2006 and 2018 general education program in Mathematics
Through the method of organizing activities to discover, practice, practice and experience mathematics, Mathematics contributes to the formation and development of key qualities in students, together with other subjects and educational activities and general competencies specified in the Master Program Especially the ability to self-perceive and positive themselves, the ability to organize and manage activities; help students initially identify their own capacity and forte in order to orient and choose a career, and to train their personality to become a responsible worker and citizen
In terms of content, the Mathematics program revolves around three knowledge circuits: Numbers, Algebra and Some elements of analysis; Geometry and Measurement; Statistics and Probability The program is designed according to a linear structure coordinated with concentric spirals (concentricity, expansion and gradual enhancement), consisting of two closely related branches: one that describes the development of the branches content circuit of core knowledge and a branch describing the development of students' competencies and qualities
The course content is divided into two phases:
Phase 1 Stage of basic education (grades 1 to 9): The program helps students systematically grasp the most necessary mathematical concepts, principles, and rules for everyone, as a foundation foundation for learning at the next level of study or can be used in everyday life
Phase 2 Career-oriented education stage (from 10th to 12th grade): The program helps students have a relatively general view of Mathematics, understand the role and applications of Mathematics in practice, the professions related to mathematics so that students have a basis for career orientation, as well as the ability to explore problems related to mathematics on their own throughout life Besides the core educational content, in each school year, students (especially those with natural science and technology orientation) are selected to study a number of learning topics
These topics aim to enhance knowledge of Mathematics, skills to apply mathematical knowledge in practice, to meet students' interests, needs and career orientations
The Mathematics program inherits and promotes the advantages of the current and previous programs, selectively acquires experience in curriculum development from
33 advanced countries in the world, and approaches achievements of educational science, taking into account the economic and social conditions of Vietnam; with some outstanding new features such as: The program is streamlined, practical and modern, reflecting the contents that must be mentioned in high schools, meeting the needs of understanding the world as well as the world as interests and interests of learners, in accordance with the approach of today's world
The program embraces the spirit of mathematics for everyone, everyone can learn Math, but everyone can learn Mathematics in a way that suits their individual interests and abilities
The program focuses on applicability, linking with practice and other subjects (especially with subjects implementing STEM education), associated with modern development trends of economy, science, and social life society and urgent global issues (such as climate change, sustainable development, financial education, )
This is also reflected in practical and experiential activities in mathematics education in many forms such as: implementing math learning topics and projects, especially topics and projects on mathematical applications apply mathematics in practice; organizing math learning games, math clubs, forums, math seminars, etc., creating opportunities for students to apply their knowledge, skills and experiences into practice in a creative way
Mathematics program integrates esotericism around three circuits of knowledge:
Numbers, Algebra and Some elements of analysis; Geometry and Measurement;
Statistics and Probability; implement interdisciplinary integration through related content, topics or mathematical knowledge exploited and used in other subjects such as Physics, Chemistry, Biology, Geography, Informatics, Engineering Technology, History, Art, etc The Mathematics program also integrates disciplinary and interdisciplinary through practical and experiential activities in mathematics education
The program ensures differentiation requirements For all levels of education: mastering the teaching spirit in the direction of individualizing learners on the basis of ensuring that the majority of students (in all regions of the country) meet the required requirements of the program submit; at the same time pay attention to special subjects (excellent students, students with disabilities, students with difficult circumstances,) For high school: design learning content and study topic system to help students improve knowledge, practical skills, apply and solve practical problems
34 The program ensures a unified orientation and core math education contents, which are compulsory for students nationwide, and at the same time empowers local authorities and schools to take initiative and responsibility in implementing the educational plan education suitable to the subjects and conditions of the locality, of the educational institution
The program ensures stability and development during implementation to suit scientific - technological progress and requirements of reality
In terms of teaching methods, the Mathematics program is oriented to teach in accordance with the cognitive progress of students (from concrete to abstract, from easy to difficult); Not only attaching importance to the logic of mathematical science, but also paying attention to the approach based on the student's experience and capital
Mathematics in the new General Education program thoroughly embraces the student-centered spirit, promoting positivity, self-discipline, attention to needs, cognitive capacity, and different learning styles of each individual pupil; organize the teaching process in a constructivist way, in which students are involved in exploring, discovering, reasoning and solving problems
Mathematics will also be flexible in applying active teaching methods and techniques; combine skillfully and creatively with the application of traditional teaching methods and techniques; combine teaching activities in the classroom with hands-on experiences, applying mathematical knowledge into practice The lesson structure ensures a balanced and harmonious ratio between core knowledge, applied knowledge and other components
Use sufficient and effective means and equipment for teaching at least as prescribed for Mathematics Self-made teaching aids can be used in accordance with the learning content and the students' objects Increase the use of information technology and modern teaching equipment appropriately and effectively
Mathematics program
Objectives, objects and method of survey on teaching Algebra in
Survey to find out the practice of teaching Algebra in English for grade 7 students according to CLIL approach, thereby identify, analyze and evaluate the level of attention of students’ activities in teaching Algebra; forms of organizing activities according to CLIL approach for students The results of the survey will become a practical basis to propose a direction of applying CLIL approach to teach Algebra in English.
The thesis focuses on Algebra learning activities in English of grade 7 students according to CLIL approach
The thesis uses a combination of different survey methods:
• Analyze the content of textbooks, teacher’s handboooks, reference books for teaching, lesson plans, exam questions, and test
• Use polls for teachers and students
• Attend and evaluate some of the teacher's lessons
• Product evaluation: marking the results of students' exercises
In summary, CLIL approach can be applied to teach Algebra in English for grade 7 students The requirements for language skills and language knowledge in the General Education Program in English and Specific educational contents, quality and competence requirements in the General Education Program in Science, together with the theory of CLIL will be the basis for designing and organizing teaching activities.
Conclusion
English is becoming more and more important in the trend of international integration, therefore, improving the ability to use English is increasingly focused
CLIL was officially introduced in 1994 and is really a new wind in foreign language learning for students, especially suitable for 7th graders CLIL creates favorable conditions for learners to come into contact with the language naturally and meaningfully when participating in learning activities of the subject, thereby developing students' ability to use language At the same time, the competencies of the subject, as well as those of the 21st century such as communication and co- operation, creative and critical thinking, information technology,… are also developed It can be said that, basically, CLIL is aimed at developing learners' abilities, preparing learners for the preparation of a global citizen In this chapter, we have reviewed the scientific basis of the topic with the following contents:
• Get an overview of CLIL teaching, including: CLIL definition; CLIL and some other approaches; preeminance of CLIL approach
• Find out the facts of teaching Algebra in English for grade 7 students according to the CILL approach
• A brief overview of the General Education Program in Mathematics (2018)
Based on all the above-mentioned scientific researches, it is the foundation for building principles, design processes such as conducting the design of Mathematics teaching plans by CLIL method and developing criteria for assessing the scientific competence and English ability of students in the Algebra branch in Mathematics 7
MEASURES TO DEVELOP MATHEMATICAL
Construct 4Cs aims for CLIL lessons
Related goals will support the main goal in terms of both knowledge and skills
Appropriate activities should be developed to achieve the relevant objectives
A lesson will be divided into several stages (parts, sections) corresponding to each different time budget Teachers need to determine the right goals of each stage in a meticulous and detailed way to meet the common goal
The individual goals section is also very useful for classes with factors or special circumstances For example, teachers can assign separate tasks to students with good learning ability to find difficult problems in the topic they will learn, or assign the task of collecting objects with pictures about the lesson to stimulate student exploration and research
When preparing lessons as well as concluding lectures, teachers need to determine what students will learn and what can be learned In particular, with English Math, goals should be set in both English and Math
Teaching Mathematics in English according to CLIL approach, the lesson objectives need to meet all 4 criteria corresponding to the 4 Cs in CLIL: Content, Cognition, Communication, Culture
42 For example, when studying the lesson "Number expressions Algebraic expressions", students are strengthened their knowledge and capacity development according to the following specific goals:
• Content: Students can state the concept of numeric expressions, algebraic expressions; know how to use properties and rules of operations on letters, find the value of a numeric expression
• Cognition: Students can recognize numerical expressions, algebraic expressions; know how to shorten an algebraic expression
• Communication: Students practice listening, speaking, and writing related terms and structures through participating in activities such as group exchanges, games to consolidate knowledge
• Culture: The real problem has cultural elements of English-speaking countries or is the culture different from Vietnam in terms of method, content, etc In this lesson, the teacher introduces students to the calculation method get the value of a numeric expression and the difference between a numeric expression and an algebraic expression
Examples of goals of each stage in the lesson “Number expressions Algebraic Expressions”
• Activity 1 (Warm up): Students will repeat
• Activity 2 (Vocabulary, grammar): Students are reinforced and strengthened in specialized English vocabulary Students will be more confident when solving problems given by the teacher
• Activity 3 (Lesson content): Students will recognize numerical expressions, algebraic expressions; know how to abbreviate an algebraic expression; know how to use properties and rules of operations on letters and calculate the value of an expression
• Activity 4 (Practice): Students apply the value of expressions
• Activity 5 (Game): Consolidate vocabulary for students, increase the time for students to speak
• Activity 6 (Summary): Students are reinforced their knowledge
Design questions and exercises to encourage group discussion
The assessment criteria are built based on the requirements of the General Education Program in Mathematics 2018 and the requirements for knowledge and language skills in the 2018 English Program of Grade 7 We divide it into two major criteria corresponding to two specific competencies to be achieved in two integrated subjects: Mathematics competence (criteria 1) and language ability (criteria 2).
Chapter VII: Algebraic Expressions LESSON 1: NUMBER Expressions, Algebraic Expressions
1 Knowledge and skills: After studying this lesson, students
- Recognize numerical and algebraic expressions
Know how to write an algebraic expression in short
- Know how to use properties and rules of math on words
- Calculate the value of a numeric expression
- Ability to think and reason mathematically: Recognize numerical expressions and algebraic expressions Write algebraic expressions representing familiar quantities in geometry or in real life Calculate the value of an algebraic expression
- Solve math problems: Solve mathematical and practical problems associated with algebraic expressions, the value of algebraic expressions
- Communication and cooperation: Describe algebraic expressions, how to calculate the value of an algebraic expression Discuss and exchange to find out how to solve mathematical and practical problems associated with algebraic expressions, the value of algebraic expressions Present ideas seamlessly once you
44 know how to solve a problem
Mathematical modeling: Experience turning real problems into math problems related to algebraic expressions
- Using tools and means: Use the ruler to draw dashes of fractions Use the calculator to calculate and check the calculation results
- Autonomy and self-study: Know how to study lessons by yourself, perform well in individual activities when required by the teacher
- Communication and cooperation: State and present ideas seamlessly when knowing how to solve problems Discuss and exchange during group and individual activities
- Problem solving and creativity: Propose suitable solutions based on the available information Assign appropriate tasks to members participating in the activity
- Hardworking: Actively performing the task of discovering, practicing and applying
Responsibility: Having a sense of responsibility in performing assigned tasks
- Honesty: Objective, fair, accurately evaluate the work of your group and your group of friends
- Confidence, self-control: Confident in calculating; solve exercises correctly
4 Integrating math with life: Students know how to apply knowledge to solve real-life problems such as calculating the area and perimeter of shapes, solving practical problems
II TEACHING EQUIPMENT AND LEARNING MATERIALS 1 Teacher's preparation : Extra board, lecture slides, textbook, chalk, ruler
2 Student preparation: Textbooks, SBTs, learning tools, review old lesson knowledge and prepare before lesson 1 (Number expressions, algebraic expressions.)
III ORGANIZATION OF LEARNING ACTIVITIES (Teaching process) 1: SECTION 1, 2 (NUMBER Expressions - Algebraic Expressions)
A STARTING ACTIVITIES : GAME: RELATION OF LUCK a Objectives : To create excitement for students in learning, to create agility and curiosity for students through games b Content : The teacher turns the camera around, chooses a student whose number on the camera can rotate Students choose any question box to answer, corresponding to 1 question will have 4 answers to choose from If students answer correctly, they will receive a gift Repeat this action until all 4 multiple choice questions are answered, then the game is over c Product : Student's answer to 4 multiple choice questions d Implementation organization :
The teacher showed a slide of the game "Rotation of Fortune" consisting of 4 multiple-choice questions:
Question 1: Which of the following numerical expressions represents the perimeter of a square whose side is 3cm?
Question 2: Which of the following numerical expressions represents the perimeter of a rectangle with length 6cm and width 4cm?
Question 3: Which of the following numerical expressions represents the area of a circle with radius 5cm
Correct answers of 4 multiple choice questions in the game:
Question 4: Which of the following expressions represents the area of a rectangle with two consecutive sides? equal to 3cm and xcm
The teacher turns the camera around, chooses a student whose number on the camera can rotate Students choose any question box to answer, corresponding to 1 question will have 4 answers to choose from If students answer correctly, they will receive a gift Repeat this action until all 4 multiple choice questions are answered, then the game is over
+ Students choose a question when dialed to their number
+ Students work individually to answer questions
+ Students receive a gift when they answer the question correctly
- Report, discuss The teacher calls on the students to report the results
+ Students comment, supplement and evaluate
+ Teachers comment and evaluate + The teacher closes the knowledge
B KNOWLEDGE FORMATION Activity 1 : Numeric expression a Objective: Help students recognize number expressions Write numerical
47 expressions from some geometry problems b Content: Students perform individual activity KP1 , the teacher directs students to recognize numerical expressions Students perform individual practice 1 , the teacher organizes for students to comment and evaluate, and the teacher evaluates the performance results c Product: Students can recognize number expressions, successfully complete
- Ask students to individually perform Activity KP1 ( Call on students to stand on the spot to answer) Teachers organize for students to comment, teachers evaluate the performance results
- Teacher: In the lower grades, the children were familiar with numerical expressions with mathematical operations: addition, subtraction, multiplication, and division Now we add the raising to the power to form an expression An example is an expression, also known as a numeric expression So what is a numeric expression?
- Ask students to read and understand VD1 sgk/p.25
- Ask students to practice individually 1/ Textbook/ P.25 (Call on students to stand in place to answer) Teachers organize for
Write expressions for the perimeter of a square whose side is 3cm
The expressions for the perimeter of a square with sides of 3cm are: 4.3; 3 + 3 + 3 + 3
- Concept: Numbers are joined together by the operations of addition, subtraction, multiplication, division, raising to powers into an expression called a numeric expression
48 students to comment, teachers evaluate the performance results
+ Students work individually to answer questions from Exercise 1
+ Students work individually to answer the question : What is a numerical expression?
+ Students stand in place to answer Practice 1
The teacher calls on the students to report the results
+ Students comment, supplement and evaluate
+ The teacher closes the knowledge
Exercise 1: Write a numerical expression representing the area of a rhombus whose diagonals are 6cm and 8cm
Numeric expression express the area of a rhombus whose diagonals are 6cm and 8cm as: (6.8):2
Activity 2 : Algebraic expressions a) Target: Help students recognize algebraic expressions Write algebraic expressions representing familiar quantities in geometry or in real life b) Contents: Students perform individual activities of KP2 , teacher directs students to recognize algebraic expressions Students read and learn VD2 sgk
Teacher introduces how to abbreviate signs in algebraic expressions Students read and learn VD3, 4, 5 textbooks/page 26, the teacher organizes for students to comment and evaluate, and the teacher evaluates the performance results c) Products: Students can recognize algebraic expressions d) Implementation organization
+ Teacher: Ask students to perform Activity KP2 individually ( Call on students to stand on the spot to answer)
Teachers organize for students to comment, teachers evaluate real results
+ Teacher asks students to read textbooks/page 25
- Ask students to read and understand Example 2, 3, 4, 5
* When writing algebraic expressions, people usually do not write the multiplication sign between letters, nor between numbers and letters For example, we write ab instead of a b, write 6x instead of 6 x In a product, people usually do not write the factor of 1, and the factor (-1) is replaced by the sign ''-''; for example, we write xy instead of 1 xy and write -x instead of (-1).x
With the product of a number and a letter, we write the number first, for
Write an express-ion that represents the distance of a car tra-velling at a speed of 80km/h for x hours
Expressions consisting of numbers and letters (representing numbers) connected by symbols for addition, subtraction, multiplication, division, raising to powers are called algebraic expressions
The letters in algebraic expressions are called variables
50 example, we write 4xy instead of xy.4
+ Students work individually and stand in place to answer the questions of the activity worksheets
The teacher calls on the students to report the results
+ Students comment, supplement and evaluate
+ The teacher closes the knowledge
- Teacher explains the meaning of variables in algebraic expressions
In the textbook, the variable x is mentioned instead of the length of one side of the rectangle Teachers can suggest for students to find some other examples of variables in practice such as cutting paper tapes with different lengths, cutting cloth into different lengths and short pieces, etc
51 a) Target: Help students apply knowledge of algebraic expressions in some geometry problems b) Contents: Students perform individual practice 2 / Textbook/ p.27 , teachers organize for students to comment and evaluate, teachers evaluate performance results c) Products: Students can write algebraic expressions , completing examples 6 and
Teacher asks students to do practice 2/Textbook/p.27:
Practice 2: a) Write an express-ion for x hats to be sold at 150 000VND each b) Write an expression for the area of a trapezoid with a large base equal to a cm, a small base equal to b cm and a height equal to h cm
Students work individually to answer the questions
The teacher calls on the students to report the results
The expression for the amount of money paid:
The expression for the area of a trapezoid is:
52 + Students comment, supplement and evaluate
+ The teacher closes the knowledge
D OPERATION ACTIVITIES a) Target: Help students apply knowledge of algebraic expressions in some geometry problems b) Contents: Students work in groups to apply 1/Textbook/p.27 , teachers organize for students to comment and evaluate, teachers evaluate performance results c) Products: Students can write the expression representing the area of the image in
Teacher divides the class into 4 groups, asks students to discuss in groups to apply 1 / Textbook/ p.27 :
A tourist buys x servings of Bun Cha, 35 000 VND each and y servings of
Pho, 40 000 VND each Form an algebraic expression that represents the amount of money he/she has to pay
Students work in groups to answer the questions
53 The teacher calls the group that completes the exercise the fastest to report the results
+ Students comment, supplement and evaluate
+ Teachers comment and evaluate + The teacher closes the knowledge
- Review the theory: Numerical expressions, algebraic expressions
- Review the exercises, solved examples
- Prepare in advance for part 3: The value of algebraic expressions
Session 2: VALUES OF ALGEBRAIC EXPRESSIONS A STARTING ACTIVITIES : GAMES: WHO IS FASTER a Objectives : To create excitement for students in learning, to create agility and curiosity for students through games b Content : The teacher put 4 students on the board to do the exercise If the student who does it correctly and fastest is the winner and receives a gift c Product : Answers to exercises d Implementation organization :
The teacher showed the game slide "Who is faster" with the exercise:
An algebraic expression representing the perimeter of a
54 Write an algebraic expression representing the perimeter of a rectangle whose sides are y ; z ? (y, z have the same unit of measure)
Teacher calls 4 students to the board If the student who does it correctly and fastest is the winner and receives a gift
+ 4 students go to the board to write the answers to the exercises
+ Students receive a gift when they answer the question correctly and quickly
The teacher calls on the students to report the results
+ Students comment, supplement and evaluate
+ Teachers comment and evaluate + The teacher closes the knowledge rectangle whose sides are y ; z is:
Organize class activities focusing on communication aspect of CLIL
From the theoretical and practical studies and the experiences of some countries such as the UK, Japan, and France, we provide the CLIL lesson design process in the current conditions of Vietnamese education This is a process designed based on the Mathematics and English curriculum framework of the Ministry of Education and Training issued in December 2018 This process is developed with reference to the curriculum of Cambridge Mathematics All educational activities in the teaching plan are based on the physiological characteristics of the students and adhere to the core elements of the CLIL approach
Zydatiò puts an emphasis on communication as the binder of the other three mechanisms of CLIL, but his 4Cs framework does not explicate precisely what kind of communication is necessary for the framework to be functional in CLIL classrooms
The design steps are detailed as follows:
• Step 1: Select a topic and determine the required requirements of Mathematics and English, fully define the goal (content):
68 - Mathematics: identify the knowledge and competencies that need to be developed in teaching Mathematics corresponding to the selected topic
- Subject English: Determine the content of knowledge and language skills that can be exploited according to the selected topic; should ensure that the knowledge; This skill needs to correspond to the requirements of the General Education Program 2018
• Step 2: Identify cultural, social and community issues that can be exploited from the selected topic to expand the teaching content, make practical connections to develop a cultural framework for students
• Step 3: Set up teaching activities to accomplish the subject and language goals according to the chosen topic; determine the level of cognitive thinking of activities (cognition)
• Step 4: Build a complete teaching process To build a complete teaching process, teachers need to anticipate the difficulties that students may face when learning Mathematics in English by CLIL approach to be ready to put provide a suitable solution Many students can learn Mathematics well, but they face language barriers, so they can't translate and understand the topic, leading to failure to do the test When students have good math thinking but do not remember vocabulary, teachers need to review and repeat specialized terms and sentence structure for students Many activities help students consolidate vocabulary such as using flashcards, organizing Domino games, Slap blackboard, Hot seat, quick 10-minute test, etc When students remember and master vocabulary, sentence structure but knowledge Mathematics is flawed, teachers need to coordinate with Mathematics teachers in Vietnamese program to support students Teachers can consolidate and systematize math knowledge for students through the form of repetition, practice, and correction
• Step 5: Identify and prepare teaching aids; design learning cards, interactive lectures (if needed) Based on the content and objectives of each lesson and different teaching activities, teachers need to prepare appropriate materials, teaching equipment, worksheets, and visual aids
• Step 6: Make an assessment table according to CLIL's 4Cs framework
Review the teaching plan, adjust the progress accordingly Complete the steps to class
• Step 7: Conduct teaching During the teaching process, teachers must ensure that students achieve the required knowledge, qualities and competencies in
69 Mathematics and English After teaching, the teacher draws experience and adjusts (if any) The steps in this design process cover all the required elements of a CLIL instructional plan.
Conclusion
In chapter 2, the writer has built the structure of an algebraic lesson plan for grade 7 students according to CLIL approach Through studies on 4Cs in CLIL method, ways to develop communication skills, especially how to organize activities and games to consolidate knowledge and improve communication skills, teachers need to organize activities, appropriate exercise system to develop Math skills In addition, students can also learn more about cultures of other countries, problems associated with real life or problems in international exams, etc.
PEDAGOGY EXPERIMENT
Objectives and tasks of experiment
The experiment was conducted for the purpose of testing the feasibility and effectiveness of applying CLIL approach in teaching Algebra for grade 7 students
Thereby making adjustments to incorrect problems, and at the same time compare it with the results of the control class to progress towards perfecting pedagogical solutions to achieve teaching effectiveness when applying CLIL approach into practice for teaching grade 7 students according to the 2018 program
Experimental research with the following specific tasks:
(1) Commenting and assessing students' attitudes towards teaching Mathematics in English according to CLIL approach
(2) Developing a lesson plan in the topic of Algebra in Mathematics program for grade 7 by CLIL aprroach and experimental teaching for grade 7 students
(3) Evaluate and compare students' learning results before and after the pedagogical experiment
(4) Evaluating the feasibility of applying CLIL-oriented Algebraic lesson in English.
Location, time and object of experiment
• Ngo Si Lien Secondary School
Trung Vuong Secondary School and Ngo Si Lien Secondary School are both in Hoan Kiem District, Hanoi Mathematics teachers of both schools have college and university qualifications and 60% of teachers have master's degrees, many teachers have experience in teaching at local schools for the gifted and public secondary schools Students live in a culturally central city, so the general cultural knowledge level of students is relatively good, above all, they all have favorable conditions so that at each school, we choose 2 mass classes with Mathematics teachers in those classes
Objects of experiment: Two classes and respective Mathematics teachers of grade 7
• Requirements of students: Students of the two classes selected in the school have the same cognitive level, not too different in terms of awareness and learning habits
• Requirements of teachers: Teachers participating in the experimental teaching are young, enthusiastic, passionate about their profession, actively innovating, and have more than 3 years of experience In general, the selected teachers have good teaching ability, creativity and adaptation with the spirit of 2018 General Education Program.
Content and method of experiment
3.3.1 Content of experiment Teaching materials and pedagogical experiments:
• Part 1: Teach experimental lesson "Number expressions Algebraic expressions
” in the 2022 – 2023 school year at Trung Vuong Secondary School by CLIL approach
• Part 2: Organize a 20-minute assessment for students to do after the pedagogical experiment In addition, the teacher's observations and questions during the lesson also contributed significantly to the assessment of the difference between the experimental method in teaching and the control method The experimental lesson plan is implemented to clearly show the spirit of applying CLILL approach to teaching but still ensure to stick to the goals and requirements of the textbook and teacher training program
Experiment process is repectively carried out in the following order:
Step 1 Develop an experimental plan: Including specific activities: working with the School Board of Directors; based on the professional assignment of teachers in the academic year 2022-2023; lecture schedule, subject teaching plan to determine experimental time, select teachers and experimental classes; survey the situation of teaching Mathematics of all teachers and students; discuss with teachers and students in the experiment class about the purpose, meaning, content, method of conducting the experiment and the desire, proposal to closely follow the process of teaching Mathematics in the class
Step 2 Organize experimental teaching: Transfer to teachers experimental lesson plans so that teachers have time to consider and research carefully first After that, work with experimental teachers to carry out the implementation of the following
72 contents: presentation of lesson plan design ideas, guidance, discussion and agreement on how to deploy experimental teaching hours Based on that, the teachers will conduct experimental teaching according to the compiled lesson plan In control classes, teachers organize normal teaching according to self-composed lesson plans
Step 3 Collect, process data and evaluate experimental results Assign students to the whole experimental and control class a test to check the learning quality of students after the experiment Process the collected data by statistical methods and draw necessary pedagogical conclusions.
Criterion to evaluate experiment results
Before the first experimental teaching session, students of experimental classes were assigned the task of preparing before class at home: answering some questions, completing study sheets at the request of the teacher In the process of teaching experiments, teachers need to organize learning activities for students in classes to conduct experiments, motivate and encourage all students to participate according to the designed experiment lesson plan At the end of the experiment, students in the experimental and control classes together conducted a number of general tests
Experimental results are evaluated based on two criteria:
The process of applying CLIL theory of students is shown directly through exercises, firstly measured through testing activities and specifically, in detail with quantitative parameters Each request, question, worksheet, etc is designed to exploit the direction of quantifying students' thinking ability, starting from the mobilization of background knowledge, how to transform it, and what to prepare for application activities, solving the exercises is a process To be effective and meaningful, CLIL theory must be integrated into activities that take place directly in the classroom
(1) With the CLIL approach to teaching English Math, students are interested in learning, the learning atmosphere is lively, students enthusiastically participate in answering questions
(2) Are the students participating in the experiment when they first approach the method, are they surprised or quickly express their quick adaptation to the CLIL method?
73 (3) Is there an improvement in the student's academic performance? Students not only passively receive knowledge from teachers like traditional teaching, but actively explore knowledge, increase their use of English, thus increasing their thinking ability and remembering lessons, vocabulary, improve their use of English, consolidate common language and English Mathematics terms in Algebra?
Experiments are conducted simultaneously in experimental classes In each class, we summarize the results and then compare the experimental results with the control results to make initial comments; besides, to promptly remedy the shortcomings; adjust the content and method of conducting teaching; ensure that the new proposals are more feasible than the actual teaching situation After each experiment teaching hour, the expert team and teachers in both experimental and control classes gave students two tests; including 01 test aimed at testing the ability to apply CLIL in teaching English Mathematics in schools and 01 test on the ability to apply CLIL theory to non-textbook exercises of similar difficulty equivalent The topic is designed with many requirements and questions divided by levels to suit each student object
Evaluate the results of the organization of teaching activities
• The quality of the students' homework preparation (completely complete the questions in the After-reading section in the textbook; fully and correctly answer other requirements directed by the teacher outside)
• Classroom atmosphere (activity, initiative, enthusiasm, excitement of students)
• Students' ability to apply CLIL method to exercises other than textbooks
• Quality is quantified by the score of the test at the end of the experiment.
Analytical method to process experiment results
Experimental results are analyzed and processed according to "method of mathematical statistics in educational science"
First, we make a Frequency Distribution Table with both experimental and control groups using the data obtained from the tests (rated on a 10-point scale)
• Students with points 9, 10: Graded Excellent
• Students with 7 and 8 points: Graded Good
• Students with scores of 5, 6: Graded Average
• Students with scores below 3, 4: Graded Below average
• Students with a score below 3: Graded Poor
From there, we make a Frequency Distribution Table, the purpose is to see the frequency of the score values, and proceed to make a comparison table to classify students' learning ability to see more clearly the learning results when applying CLIL approach and the cumulative distribution table that converges backwards of the experimental and control classes to have a basis for evaluating the effectiveness of teaching, then we make tables to compare the results of two rounds of experiments with the names of the academic performance indicators of students, compare the cumulative frequency of backward convergence, etc to see the progress of experimental activities in two rounds
In order to more accurately evaluate the obtained data, thereby confirming the correctness and feasibility of the experiment, we summarize the data and reduce it to a few typical numbers for the whole table, referred to as the parameters feature number of the table These characteristic parameters are used for both experimental and control data tables.
Experiment results
After completing the experimental and control teaching, we organized for students in both experimental and control classes to take a combined test in the allotted time
The test result is the direct result scored from the test However, when making comments on the results of experimental teaching, we consider adding a number of factors to make the evaluation process more objective and comprehensive
The assessment of students' work results is based on a 10-point scale:
Type Poor Below av Average Good Excellent Experimental results are summarized and analyzed as follows:
Table 3.1 Experimental and control subjects
Experimental class Control class Class # of stu Teacher Class # of stu Teacher
Trung Vuong Secondary School 7C1 23 Tuan
Ngo Si Lien Secondary School 7C2 25 Trung
Table 3.2 Frequency distribution table of students' test score
We visualized using a bar chart:
Table 3.3 Frequency distribution by % table of students' test score
Table 3.4: Classification of results according to students' ability after the experiment
77 The data tables combining the graph and the characteristic parameters shown above have confirmed that the learning quality of students in the experimental group is higher than the learning quality of students in the control group In other words, we see that applying CLIL Theory into teaching for students has brought many positive points, greatly improving the quality This also means that the method of applying CLIL theory to teaching Algebra for secondary school students that the thesis proposes is feasible and if widely practiced, it will bring positive effects to math teaching activities in schools high school
Based on the experimental results, we also found that: students in experimental classes still have weak, poor and average points, but this number is not significant and mainly focuses on good and good points (accounting for 54.1%) ) while students in the control classes have difficulty and have very few good scores (accounting for 19.9%)
Experimental results have clearly shown the difference in academic performance of students in each class in schools For classes participating in the experiment, students have quite good awareness and ability and are relatively equal Students in the comparison classes are mainly average students, with weak background knowledge, so they face many difficulties in receiving basic knowledge or mechanically This has reflected the reality in the classification of students entering the schools Some students in the experimental class successfully completed the test, which proved the role of CLIL theory in eliciting and stimulating students' thinking and creative ability.
Summarization, comments of experiment process
The experimental process has verified the applicability of the topic, and at the same time allows to draw initial comments and assessments as follows:
• The survey shows that CLIL theory is still a strange concept to both teachers and students Teachers have not had the conditions to research, experiment and accumulate experience in the transformation in teaching; Middle school students, especially first graders, are still confused with this new and relatively abstract knowledge The issue of capacity development of bilingual students seems to be overlooked or there is no document to guide teachers on how to use them in the correct order and method However, we still received the agreement and support of the teachers when listening to the explanation on how to conduct the experiment When embarking on the experiment process, the participants in the experiment seriously followed the experiment lesson plan, promoted the
78 initiative, activeness and creativity of students, and built a democratic atmosphere in the classroom and yielded relatively positive experimental results
• The process of experimentation in class went quite smoothly Students are excited and enthusiastic to participate in activities oriented and organized by teachers Teachers flexibly coordinate many different forms and activities to help students participate actively in class Experimental teachers all believe that the application of CLIL theory to teaching Algebraic Mathematics for elementary students has reflected the innovative spirit of the 2018 general education program, focusing on the development of each individual learner
• On the part of students, at first, when they were exposed to new teachers different from the usual way of studying in class, they still felt confused and not really excited, but after listening to explanations and understanding the role of experimental teaching, the children were more cooperative and active Almost all students support their teachers with all their heart: preparing lessons carefully, seriously, enthusiastically responding and actively sharing their thoughts and feelings Together with teachers, students have created a great classroom atmosphere, bringing effective and meaningful teaching hours
• In terms of mathematical communication competence, beside results in figures, it can be seen that the written skill of students is significantly improved
• However, through the process of surveying and implementing experimental teaching, we also found some shortcomings that can be overcome in the near future in schools Here are some recommendations:
- Create excitement for students by changing from subject curricula, teaching and learning materials in Mathematics, viewpoints and effectiveness of English language teaching hours and how to test and evaluate subject results
- Schools need to focus on and invest in improving the quality of teaching by having in-depth professional activities to discuss, exchange, improve and check the implementation of innovative teaching methods
- Teachers need to be proactive, flexible and regularly cultivate to update and access current course knowledge in education, psychology, mathematical theory, teaching methods and apply the that knowledge into teaching mathematics in high school.
Conclusion
In chapter 3, we have conducted experiments from objects, content, methods to results and analyzed and processed experimental results, in order to draw necessary pedagogical conclusions and evaluate feasibility of content presented in the thesis
Experimental process conducted at Trung Vuong Secondary School and Ngo Si Lien Secondary School has shown that applying CLIL approach to teaching Algebra for students of experimental class brings better teaching results than the control class
This shows that the measures that we have developed and proposed are appropriate and workable This is the basis for the thesis to be widely deployed in more schools
The innovation of teaching methods of Mathematics in secondary schools in recent years has received great attention Many experienced initiatives at all levels, many examples of effective teaching hours were honored Among them, the study of applying CLIL approach to teaching Mathematics in English for grade 7 students is a new approach to teaching methods, creating a good opportunity for the formation and development of students' ability to think, explore, and develop own inherent skills
After a period of research and experimentation, the thesis has the following basic results:
1 In fact, CLIL approach has been applied to teaching in foreign secondary schools and has achieved positive effects In Vietnam, this concept is still relatively new, the research works have only just stopped at asking questions, but these are also extremely important suggestions for the author to implement in this thesis
2 The reality of innovation in teaching Mathematics in secondary schools today shows that it happens unevenly, lacks synchronization, has not really paid attention to the development of thinking and organizational process so that students can create their own ideas works for themselves through the system of questions, worksheets, orientation and prompting by teachers Experience is the best way to learn CLIL approach will contribute significantly to solving this dilemma
3 Experimental process takes place in two schools for two group of experimental and control classes Experimental results are reflected in both teaching process and after-school assessment activities Through surveys, statistics, and qualitative and quantitative analysis of experimental results, it shows that students in experimental lessons were excited and well promoted their own active role in responding and experiencing with post-reading text The experiment shows that CLIL approach can be applied well to teaching Mathematics for grade 7 students according to the suggestions on requirements, methods and processes that the thesis identifies, completely meeting the needs of teaching innovation towards the development of learners' competency
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APPENDIX 1 GUIDANCE ON BILINGUAL OF MINISTRY OF EDUCATION
BỘ GIÁO DỤC VÀ ĐÀO TẠO
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc
V/v hướng dẫn thực hiện chương trình song ngữ [31] và chương trình tăng cường tiếng Pháp kể từ năm học 2014-2015
Hà Nội, ngày 17 tháng 11 năm 2014
Kính gửi: Các sở Giáo dục và Đào tạo tỉnh/ thành phố: Hà
Nội, Hải Phòng, Quảng Ninh, Nghệ An, Thừa Thiên-Huế, Đà Nẵng, Đắk Lắk, Lâm Đồng, Khánh Hoà, Tp Hồ Chí Minh, Tiền Giang, Đồng Tháp, Cần Thơ, Bến Tre và Đồng Nai
Thực hiện Quyết định số 4113/QĐ-BGDĐT của Bộ Giáo dục và Đào tạo (GDĐT) ngày 16/6/2009 về việc phê duyệt Kế hoạch giáo dục áp dụng cho Chương trình song ngữ tiếng Pháp và môn tiếng Pháp ngoại ngữ 2; căn cứ vào kế hoạch giáo dục, chương trình các môn học, thực tế dạy học, sách giáo khoa và tài liệu giảng dạy hiện đang sử dụng, Bộ GDĐT hướng dẫn thực hiện Chương trình song ngữ và chương trình tăng cường tiếng Pháp kể từ năm học 2014-2015 như sau:
I Yêu cầu chung 1 Đối với nhà trường
Các trường đang triển khai Chương trình song ngữ tiếng Pháp phải đảm bảo các yêu cầu sau:
- Thực hiện tuyển sinh đầu cấp theo hướng dẫn của Sở GDĐT, Phòng GDĐT quận/huyện
- Duy trì lớp song ngữ tiếng Pháp, đảm bảo tính liên thông giữa các cấp học Trường hợp nhà trường muốn rút khỏi Chương trình song ngữ tiếng Pháp phải được sự đồng ý của Sở GDĐT, Phòng GDĐT quận/huyện
- Chủ động xây dựng kế hoạch dạy học chương trình song ngữ [31] của nhà trường trên cơ sở chương trình song ngữ tiếng Pháp do Bộ GDĐT ban hành kèm theo Quyết định số 3452/QĐ- BGDĐT ngày 18/8/2010 về việc phê duyệt Chương trình các môn học trong Chương trình song ngữ tiếng Pháp
- Tạo điều kiện cho đội ngũ giáo viên song ngữ được bồi dưỡng thường xuyên, có trình độ chuyên môn và năng lực tiếng Pháp đạt chuẩn quy định (bậc 3 Khung năng lực ngoại ngữ 6 bậc của Việt Nam đối với giáo viên tiểu học, bậc 4 Khung năng lực ngoại ngữ 6 bậc của Việt Nam đối với giáo viên cấp THCS, bậc 5 Khung năng lực ngoại ngữ 6 bậc của Việt Nam đối với giáo viên cấp THPT) Xây dựng nguồn nhân lực cho chương trình song ngữ tiếng Pháp, đặc biệt là các giáo viên dạy các môn khoa học bằng tiếng Pháp