VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES TEACHERS’ ATTITUDES TOWARDS TEACHING ENGLISH THROUGH MATH AND SCIENCES
Structure of the thesis 110 6 ^^ 4d4-
The paper is constructed with five main parts including introduction, literature review, research methodology, findings and discussions and conclusion, followed by a list of references and appendices.
CHAPTER 1: INTRODUCTION — presents the rationale, aim and objectives, research questions, scope, research method and structure of the study.
CHAPTER 2: LITERATURE REVIEW -— provides a review of the theoretical background on attitudes (definitions, dimensions of attitudes, theoretical framework), content language integrated learning, the status quo of using math and sciences as the medium of instruction in teaching English, and findings from prior studies around teachers’ attitudes toward teaching English through math and sciences.
CHAPTER 3: RESEARCH METHODOLOGY — describes the methodology used in this thesis with a detailed description of the research design and approach, the context of the study, the participants, the data collection tool, and the data collection procedure Additionally, how the data was analyzed is well explained in this chapter.
CHAPTER 4: FINDINGS AND DISCUSSION - is the focus of the study,which reports the statistical results of data analysis Then, it shows discussions about the obtained research findings.
CHAPTER 5: CONCLUSION — summarizes the main contents of the study; points out some limitations of the study and makes some suggestions for further research.
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Barcelos (2000) has conducted research on how teachers’ attitudes affect their behavior in the classroom According to Yu (1986), teachers' attitudes influence their actions both within and outside of the classroom, which is in line with Barcelos' assertion To be more precise, Candlin and Mercer (2001) looked at how teachers perceived English and how it affected both their own and their students' performance in teaching and learning environments This implies that a teacher's decisions are based on their attitudes Therefore, in order to provide instruction, teachers must be conscious of their attitudes and beliefs.
Hogg and Vaughan (2005, p 95) point out three dimensions of attitude:
(1) Beliefs which refer to judgments about something that you hold to be true When making judgments on classroom practices, such as how to use math and sciences as the medium of instruction in teaching English, beliefs are psychologically expressed and rooted in teachers' personal belief systems (opinions, values, and expectations in a more or less structured form).
(2) Feelings are those aspects that emerge from experience and behavior, such as the teaching experience of teachers, that will develop emotionally in them People's vocal displays of emotion or their psychological responses to the attitude object can both be used to measure them.
(3) Behaviors which refer to how a person, animal, etc acts or operates in a specific circumstance The teacher's reaction or action inclinations, that is, the tendencies dictating how he or she behaves in relation to a specific object, are the behavioral aspect of attitude.
Individuals may perceive things either positively or negatively, which results in positive or negative attitudes Those attitudes play a crucial role in determining teachers’ actions in the teaching and learning process They will influence the use of math and science as the medium of instruction in the classroom.
Therefore, in this study, the researcher is going to find out teachers’ attitudes towards the use of math and sciences as the medium of instruction in teachingEnglish and to see what challenges it poses in the classroom.
Math and sciences as a Medium of Instruction
| Teachers’ attitude towards the use of math and sciences as a medium of instruction in teaching English
Challenges and suggestions in teaching English through math and sciences
The relationship between beliefs and behaviors of teachers teaching English
The relationship between teachers' beliefs and behaviors when teaching English through math and science is a crucial aspect of understanding the effectiveness and implementation of this integrated approach Beliefs play a significant role in shaping teachers' instructional decisions and practices, which ultimately impact students’ language learning outcomes.
Research suggests that teachers’ beliefs about language teaching and learning heavily influence their instructional choices and strategies (Borg, 2003) If teachers believe that integrating math and sciences into English language lessons can enhance students' language skills and foster a deeper understanding of subject
10 content, they are more likely to adopt this approach in their classrooms (Borg, 2003).
Teachers who hold positive attitudes and strong beliefs about the integrated approach are more likely to invest time and effort in preparing and planning lessons that effectively combine language instruction with math and science content (Lasagabaster & Sierra, 2010) They may seek out appropriate resources and materials that facilitate this integration and actively engage in professional development to enhance their expertise in language teaching and subject integration.
Furthermore, teachers' beliefs can influence their classroom behaviors and interactions with students When teachers are confident in their ability to integrate math and science concepts into English language lessons, they are more likely to provide clear explanations, engage students in meaningful discussions, and create a supportive learning environment (Lasagabaster & Sierra, 2010).
On the other hand, teachers with negative attitudes or misconceptions about the integrated approach may exhibit behaviors that hinder its successful implementation They might hesitate to integrate math and sciences content into English language lessons, relying more on traditional teaching methods that separate language instruction from subject learning (Lasagabaster & Sierra, 2010). This separation could result in missed opportunities for students to practice language skills in context, which could impact their language development.
It is essential to recognize that teachers' beliefs and behaviors are not fixed but can evolve through professional development and reflective practices (Borg, 2003) By providing teachers with targeted training and support specific to teaching English through math and science, educators can help bridge the gap between beliefs and behaviors, encouraging more effective integration and language learning experiences for students.
In conclusion, teachers’ beliefs about teaching English through math and science have a significant impact on their instructional choices and classroom behaviors Positive attitudes and strong beliefs about the integrated approach are
11 more likely to result in effective integration and enhanced language learning outcomes By understanding and addressing the relationship between beliefs and behaviors, educators can further support teachers in successfully implementing this innovative pedagogical approach.
The relationship between feelings and behaviors of teachers teaching English
The relationship between feelings and behaviors of teachers plays a crucial role in shaping the effectiveness of teaching practices, especially when it comes to integrating English language instruction with math and sciences Teachers' feelings, attitudes, and emotions can significantly influence their teaching behaviors, instructional decisions, and overall classroom dynamics This interplay between emotions and actions is a complex and dynamic process that impacts student learning outcomes and engagement.
Research has shown that teachers’ positive attitudes towards a particular teaching method or content area can lead to more enthusiastic and effective instruction (Fredricks, Blumenfeld, & Paris, 2004) When teachers feel confident and motivated about teaching English through math and sciences, they are more likely to invest time and effort in creating engaging and relevant lessons that facilitate language development and content understanding simultaneously On the other hand, negative feelings or apprehensions towards this integrated approach may result in reluctance, leading to a less effective implementation of the method.
Conversely, if teachers harbor doubts or negative emotions about teaching English through math and sciences, they may be less inclined to invest time in planning and preparation, resulting in superficial integration or even avoiding the approach altogether (Fives & Buehl, 2012) This could limit students’ exposure to interdisciplinary learning opportunities and hinder the development of both language and content knowledge.
The relationship between teachers' feelings and behaviors is not unidirectional; it is also influenced by their experiences and the success they
12 observe in their classrooms Teachers who experience positive outcomes and witness improvements in students' language skills and subject understanding are likely to feel more confident and motivated to continue using the integrated approach (Johnson, 2009) These positive experiences can reinforce their belief in the effectiveness of this method and encourage them to further explore innovative ways to integrate math and sciences into their English language lessons.
To foster a positive relationship between feelings and behaviors, professional development and support are vital Providing teachers with training specific to teaching English through math and sciences can boost their confidence and competence in implementing this approach (Yin, 2015) Additionally, ongoing support from school leadership and colleagues, along with opportunities for collaboration and sharing best practices, can further reinforce positive attitudes and encourage teachers to overcome challenges related to integration (Hornburg & Smith, 2018).
In conclusion, the relationship between teachers’ feelings and behaviors when teaching English through math and sciences is complex and influential in shaping the success of this interdisciplinary approach Positive attitudes and emotions towards integration can lead to enthusiastic and effective teaching practices, benefiting students’ language development and subject understanding. Conversely, negative attitudes may hinder effective implementation and limit the potential benefits of this pedagogical method By understanding and supporting the interplay between teachers' emotions and actions, education stakeholders can foster a positive and productive learning environment that maximizes the benefits of integrating English language instruction with math and sciences.
2.4 Content and Language Integrated Learning (CLIL)
When it comes to approaches that result in dual-focused education—where emphasis is placed on both the language of teaching and the subject matter— European academics coined the term CLIL in the 1990s CLIL, as defined by Dalton and Puffer (2007, p 1), is an educational context in which the language of
13 instruction is not the same as the mother tongue of the pupils Although CLIL is described by Coyle et al (2010) as a dual-focused educational strategy that uses additional language to teach and acquire language as well as subject A second language can also be an additional language, however it is typically the foreign language of the student.
How to implement CLIL in a classroom Coyle et al (2010) state that CLIL is based on four major tenets The effectiveness of the CLIL implementation can be determined by the combination of those principles These ideas are referred to as 4C:
(1) Content: The topic or subject matter is called content This indicates that as a result of the educational process, the learners are able to acquire knowledge, skills, and comprehension To effectively instruct their students, teachers must be subject matter experts in their fields.
(2) Communication: Learning and using a language is referred to as communication In other words, language is taught to students with the goal of enabling them to engage and communicate with others It is expected of teachers to use effective communication techniques when delivering the lesson.
(3) Cognition: Cognition is the process of thinking and learning People can create their own understandings with the help of CLIL Their abilities in higher- order thinking and comprehension, problem-solving, embracing challenges, and reflecting on them are all enhanced by it.
(4) Culture: Culture encompasses global citizenship and cross-cultural understanding CLIL requires understanding and tolerance Learning a foreign language also teaches people about its culture, which undoubtedly differs and/or has similarities with our own Students' capacity to comprehend both oneself and others, as well as to appreciate cultural differences and similarities, may be enhanced by this.
2.5 Teaching English through math and sciences in Vietnam
The use of math and sciences as the medium of instruction in teaching English in Vietnam is an innovative approach to language education that combines the teaching of English with the content of math and sciences subjects This
14 approach aims to enhance students English language proficiency while simultaneously developing their knowledge and skills in math and sciences The integration of these subjects offers several potential benefits, including improved language acquisition, enhanced critical thinking abilities, and increased student engagement.
Challenges in Content and Language Integrated Learning (CLIL)
Content and Language Integrated Learning (CLIL) is an instructional approach where subjects like Math and Sciences are taught in a language different from the students' native language, typically English While CLIL has several benefits, teachers face specific challenges when implementing this approach in teaching Math and Sciences Here are some of the challenges backed by research:
Language Proficiency: One of the most significant challenges for teachers using CLIL in Math and Sciences is students' varying levels of language proficiency Research by Coyle (2007) and Dalton-Puffer (2007) indicates that students may struggle to comprehend complex scientific or mathematical concepts due to insufficient language skills in English.
Specialized Vocabulary: Teaching Math and Sciences through CLIL requires teachers to instruct using subject-specific vocabulary in English Not all students are familiar with this specialized terminology, making it challenging for teachers to ensure comprehension (Lasagabaster & Sierra, 2010).
Teacher Competence: Not all subject teachers are proficient in both the content area and the English language Lack of training or expertise in teaching a subject in a non-native language can hinder effective instruction (Brinton et al., 2002).
Cognitive Load: For students, processing complex mathematical or scientific concepts in a non-native language can increase cognitive load Teachers must employ strategies to manage this load to prevent overwhelming students (Marsh, 2002).
Assessment and Evaluation: Designing appropriate assessments that effectively measure both subject knowledge and language proficiency is challenging CLIL teachers often struggle with creating fair assessments that accurately gauge student understanding of both content and language (Llinares & Whittaker, 2009).
Time Constraints: Incorporating both subject content and language learning within a limited timeframe poses a challenge Balancing the dual goals of teaching content and language proficiency effectively requires careful planning and time management (Wolff, 2010).
Materials and Resources: Finding suitable teaching materials and resources that align with the CLIL approach in Math and Sciences can be difficult Adapting existing resources or creating new ones to suit both content and language needs is a significant challenge (Mehisto et al., 2007).
These challenges can impact the effectiveness of the CLIL approach in teaching Math and Sciences through English Addressing these hurdles often requires specialized training, ongoing professional development, and support from educational institutions to enhance teacher competence and optimize student learning experiences in CLIL classrooms.
In this chapter, a number of topics related to the research questions have been reviewed and discussed The review focused on some theoretical background on attitudes, CLIL, findings from prior studies around integration of math and sciences in language teaching, and teachers’ challenges in CLIL A theoretical framework has been modified for the researcher to build up questionnaires, then analyze the collected data as well as suggest some implications for teachers’ use of math and sciences in ELT The next chapter will provide information about the context and methodology of the study.
RESEARCH METHODOLOOY G1 nesee 19
Participants 7
This study was carried out by 23 teachers who have been teaching English through math and sciences at five primary schools, including My Dinh 1, My Dinh
2, Xuan Phuong, Nam Tu Liem, and Trung Van, where the researcher is the iSMART program’s Academic Coordinator They are all female Among these teachers, 5 teachers are more than 30 years old; and the rest of them are all from 23 to 30 years old They have experience of teaching with iSMARt education between 0.5 and 8 years.
Table 3.1 Background information about participants Age 23-25 | 26-30 | 31-35 | Total
Years of teaching experience with iSMART | 0.5-1 | 2-4 5-8
In order to obtain in-depth data and information for identifying the teachers’ attitudes toward teaching English through math and sciences, the study used the methods of data collection: questionnaires and interviews The comparison between these two methods was implemented to find out whether teachers’ attitudes toward teaching English through math and sciences corresponded with what they actually behaved in their classrooms.
A five-point Likert-scale questionnaires were employed as the basic instrument and developed by the researcher to identify the teachers’ attitudes toward teaching English through math and sciences The questionnaire items were adapted
21 from the studies of Pandian and Ramiah (2004) To gain data for the research, the questionnaires were administered to 23 teachers teaching English through math and sciences for iSMART Education at different primary schools in Hanoi.
The questionnaires consisted of four main sections as follows:
(1) Section | aims at teachers’ background.
(2) Section 2 elicits attitudes of teachers toward teaching English through math and sciences.
(3) Section 3 reveals challenges and suggestions of teaching English through math and sciences.
(4) Section 4 mentions additional comments, reflections, or insights related to teaching English through math and sciences.
Table 3.2 Main sections of the questionnaires
Section Title of Section Type of information No of requested Items
Demographic information | Name, email, gender, age 7
1 (years), educational background, teaching experience, grade level (s) taught
Teachers’ attitudes Teachers’ feelings, beliefs and 6
2 toward teaching English | behaviors concerning the through math and teaching English through math sciences and sciences
Challenges faced when Possible challenges that could 4
3 teaching math and science | have discouraged a teacher’s in English attitudes toward teaching
English through math and sciences in the classroom.
Additional comments Provide any additional 1
4 comments reflections, or insights related to teaching English through math and sciences
A review of the completed questionnaires revealed that some responses required clarification The next step of data collection was conducting semi- structured interviews with the teachers The five teachers who have experience ranging from one to eight years and express interest in participating in the research were selected for the interview, which lasted for about 30 minutes each The interview questions were sent to the participants in advance so that they could think thoroughly about them and feel comfortable with them before the interview The questions were open-ended, and the interviewer investigated and explored the responses of the respondents individually as needed There are two questions for interviews:
(1) What are the main challenges you face when teaching English through math and sciences?
(2) Can you provide any suggestions or strategies you have found helpful in overcoming these challenges?
The interviews were conducted in Vietnamese to let participants feel more at ease.
The study was conducted in March and April 2023, when teachers completed the first semester of the school year 2022-2023 Additionally, new iSMART’s teachers at those schools had at least one semester experience with the program on teaching English through math and sciences To collect data, as mentioned above, both quantitative and qualitative techniques were used.
Before proceeding to an actual study, a pilot study was conducted whereby a total of five teachers were selected to answer items in the questionnaires given The majority of them took around 10 minutes answering the questionnaires Based on the feedback obtained, it showed that that all of them had no difficulty responding and giving answers to a number of questions asked In order to ensure the success of obtaining data, an advance notice was made to all teachers via group email to invite
23 participation After having the permission, the researcher sent the questionnaire to the teachers The teachers were asked to spend their time reading the questionnaires and to tick the statements in the questionnaires that came closest to expressing their feelings, beliefs and behaviors concerning the teaching of English through math & sciences in their classroom on a 5- point scale.
After gathering all of the data, it was transformed and categorized in accordance with the three study questions A significant number of statistics obtained from the questionnaire were translated into tables and charts as a result of the data analysis, which confirmed the clear structure, facilitated the analytical process, and helped readers understand more readily.
Regarding the interviews, a unique code was assigned to each teacher participating in the interview The codes are numeric and distinct for the five teachers Coding helps me organize the data, making it easier to analyze and draw conclusions from the interview responses, such as the following:
Teacher 1: T1 Teacher 2: T2 Teacher 3: T3 Teacher 4: T4 Teacher 5: T5 The interview was recorded on audio recording on the mobile phone with the permission of the teachers, and interview notes were taken The audio was transcribed, and the interview notes were promptly transferred to the text, noting any noteworthy features in nonverbal indications via body language.
When transcribing the interview recordings, the assigned codes were incorporated before each teacher's response This allows the researcher for easy reference to the specific participant while anonymizing their identities, as below:
T1: "One of the challenges I face 1s "
T2: "In my experience, language proficiency is "
T3: "As a teacher, I find 1t helpful to "
T4: “In my opinion, the challenge here is ”
The participants were given the option to double-check the transcripts for accuracy at this point None of the participants wanted to make changes to their transcript.
The researcher thoroughly examined the interview checklist for teachers' interviews The results were then compared to the questionnaire results.
In this chapter, a general description of the study design and the context in which the study was conducted are presented Concerning the context of the study, a brief introduction to iSMART's program on teaching English through math and science was given Additionally, the researcher presented participants in the study, instruments for data collection, and the procedure for data collection and analysis. The next chapter analyzes various types of data collected, and findings are made in an attempt to answer the research questions.
Instruments for data coẽẽ€CfIOT c1 112k SH 9 TH TH HH HH nh Hiệp 21 3.5 Data collection procedure 1n
This chapter presents the results of the analysis of data obtained from questionnaires and interviews These data concerned the teachers’ attitudes and challenges faced by teachers in teaching English through math and sciences.
4.1.1.1 Teachers’ attitudes towards teaching English through math and sciences
As previously mentioned, attitudes have three dimensions: beliefs, feelings, and behaviors, which are the integrated mental structures that generate an attitude interactively The survey questionnaire for teachers' general attitudes in this part consists of five statements The tables below indicate the general opinions of the teachers about teaching English through math and sciences.
Table 4.1 Teachers’ attitudes towards teaching English through math and sciences
1 Teachers believe that using math and sciences as the medium of instruction can enhance students’
English through math and sciences can improve students’ understanding of
FINDINGS AND DISCUSSIONS se eessee 26 “AI ch a
Research Question vn ae
The findings related to the questions 2: What are the challenges faced by teachers while teaching English through math and science?” revealed a spectrum of obstacles encountered in this interdisciplinary approach to education.
Integration of Content: Teachers highlighted the complexity involved in intertwining English language instruction with math and science content This challenge revolves around striking a balance between language learning objectives and the comprehensive understanding of math and science concepts Finding seamless ways to merge these subjects while ensuring that language development aligns with the substantive content remains a significant hurdle.
Language Proficiency: The study brought attention to students’ struggles with proficiently using English language skills in the context of math and science concepts. Teachers expressed concerns about students’ abilities to effectively comprehend and articulate complex ideas in English within the framework of math and science. Addressing this challenge requires targeted efforts to enhance students’ language proficiency in tandem with their comprehension of specialized subject matter.
Time Constraints: Teachers consistently identified limited time within the curriculum as a significant challenge Integrating English, math, and science effectively while adhering to strict time constraints poses a substantial hurdle. Balancing language development activities with the core focus on math and science content demands strategic planning and innovative instructional approaches.
Student Engagement: Teachers noted the difficulty in maintaining student engagement during English language lessons embedded within math and science contexts Designing activities that captivate students' interest and illustrate the relevance of language skills within these subjects emerged as a challenge Ensuring that students remain motivated and connected to the interdisciplinary nature of the lessons was identified as crucial.
Assessment and Evaluation: Educators highlighted the challenges in assessing student learning encompassing both language skills and understanding of
42 math/science concepts Crafting assessments that comprehensively gauge students' grasp of diverse areas while providing meaningful feedback posed significant challenges These findings underscore the intricate nature of teaching English through Math and Science They emphasize the multifaceted challenges faced by teachers, ranging from curriculum integration to language proficiency development and effective assessment strategies Addressing these challenges requires a holistic approach, combining innovative pedagogical methods, focused language development activities, and strategic curriculum planning to create an enriching interdisciplinary learning experience.
The findings regarding the suggestions given by teachers to overcome the challenges of teaching English through math and sciences effectively highlight a range of practical strategies and approaches These suggestions were derived from interviews and feedback provided by teachers who have experienced and addressed the challenges associated with this integrated approach The key suggestions are as follows:
1 Incorporate targeted language development activities: Teachers recommended incorporating targeted language development activities in English language lessons that are directly related to math and sciences concepts Providing opportunities for students to practice using subject- specific vocabulary, academic language, and sentence structures in context can enhance their language proficiency while engaging with content.
2 Vocabulary building: Special attention should be given to building students' vocabulary related to math and sciences concepts Creating vocabulary lists and providing explanations of key terms in both English and the student's native language can help students better understand and communicate complex ideas in English.
3 Lesson planning and language integration: Teachers emphasized the importance of lesson planning with a focus on language integration.
Integrating language learning objectives into math and sciences lessons and providing opportunities for students to practice language skills while engaging with subject content can enhance language development.
4 Train teachers in scaffolding techniques: Teachers recommended training educators in using scaffolding techniques to support students' language development Scaffolding provides step-by-step guidance and assistance to help students understand and express ideas in English effectively.
5 Observations and feedback: Conducting classroom observations and providing constructive feedback to teachers can help identify specific challenges in language expression and offer tailored support Regular observations can inform professional development plans and targeted interventions.
6 Task-based learning: Utilizing task-based learning activities that require students to engage with math and sciences concepts while using English language skills can be beneficial Designing tasks that foster critical thinking and problem-solving allows students to apply language knowledge in real-life contexts.
7 Language support strategies: Teachers recommended employing various language support strategies, such as modeling, providing sentence frames, and using visuals, to help students express themselves effectively in English while discussing math and sciences topics.
8 Visual aids and graphic organizers: Using visual aids, charts, and graphic organizers to enhance students’ understanding of math and sciences concepts was suggested Visual representations can bridge language barriers and facilitate comprehension.
These findings demonstrate the importance of providing targeted language support and professional development for teachers to effectively integrate math and sciences into English language instruction By incorporating these suggestions, educators can create a supportive and engaging learning environment that promotes
44 language development and subject understanding simultaneously, ultimately benefiting students' academic growth and language proficiency.
Research on na e
This section summarizes the major findings of the study, based on that recommendations were provided with the aim to enhancing English language learning outcomes and promoting effective interdisciplinary instruction in primary schools In this part, the limitations of the research and suggestions for further related studies are also presented.
This thesis explored the attitudes of teachers towards teaching English through math and sciences at primary schools Through a comprehensive study that included interviews, surveys, and observations, valuable insights were gathered regarding the challenges, suggestions, and factors affecting the successful implementation of this integrated approach.
The findings of this research revealed that teachers generally hold positive attitudes towards using math and sciences as the medium of instruction in teaching English They believe that this approach has the potential to enhance students’ English language skills, improve their understanding of vocabulary and grammar, and promote student engagement However, several challenges were identified, such as students' struggles to effectively use English in the context of math and sciences concepts and the need to balance language instruction with content delivery.
To overcome these challenges, teachers provided practical and valuable suggestions They recommended incorporating targeted language development activities directly related to math and sciences concepts, paying special attention to vocabulary building, and integrating language learning objectives into math and sciences lessons Furthermore, teachers stressed the importance of scaffolding techniques, ongoing professional development, and language support for both students and teachers Collaboration among teachers and support from school leadership were also highlighted as crucial elements for successful implementation.
CONCLUSION .- 5 5s HH HH 00009066 46 5.1 Recapitulation
Implications 1
The implications of the research on teachers' attitudes towards teaching English through math and sciences are multifaceted and extend to various stakeholders in the education system These implications highlight the potential benefits and challenges associated with this integrated approach and offer valuable insights for educators, school administrators, policymakers, and curriculum developers.
Firstly, the research underscores the importance of providing teachers with adequate and ongoing professional development opportunities focused on integrating language and content effectively Training workshops, seminars, and
47 collaborative sessions can enhance teachers' capacity to navigate the complexities of the integrated approach and adapt their instructional techniques to meet students' needs.
Secondly, the findings emphasize the significance of aligning curriculum design with the integration of math and sciences concepts into English language teaching Curriculum developers should consider incorporating language learning objectives into math and sciences lessons to provide opportunities for students to practice language skills while engaging with subject content.
Thirdly, the research highlights the need for ensuring the availability of suitable resources and materials for integrating math and sciences into English language lessons Adequate allocation of resources, including textbooks, teaching aids, and technology, can support teachers in effectively implementing this approach.
Moreover, the research reveals that students may have varying levels of proficiency in both English and the subject matter, leading to potential challenges in understanding complex concepts As a result, educators should consider providing additional language support, language support groups, and differentiated instruction to cater to the diverse needs of students The research findings suggest that teaching English through math and sciences has the potential to enhance student engagement. Policymakers and educators should explore ways to foster critical thinking and problem-solving skills through task-based learning activities, which can help students apply language knowledge in real-life contexts.
Finally, the research opens avenues for further exploration and studies in the field of language integration Future research can delve into the long-term effects of this approach on students' language proficiency, academic achievement, and overall cognitive development.
In conclusion, the implications of the research on teachers' attitudes towards teaching English through math and sciences extend beyond the individual classroom and have broader implications for educational practices and policies Embracing this
48 integrated approach can lead to enhanced language learning outcomes, increased content understanding, and a more engaging and holistic learning experience for students By addressing the identified challenges and capitalizing on the suggested strategies, educators and policymakers can better equip students with the skills and knowledge necessary to thrive in a globalized and interconnected world.
Limitations Ả 49 5.4 Suggestion for further SfUyy - - - c c3 121121 1111111111111 11111 11 1111 E11 ke 50 REFERENGCES 5 <5 GHI HH HH HC HH H000 52 APPENDICES 0 << HH HH HH HH 000g I
While the research on teachers' attitudes towards teaching English through math and sciences provides valuable insights, it is essential to acknowledge the limitations that may have influenced the study's outcomes These limitations are important to consider when interpreting the results and generalizing the findings.
Firstly, the study's sample size of 23 teachers may be relatively small, which could impact the generalizability of the findings to a broader population of teachers.
A larger and more diverse sample would have provided a more comprehensive perspective on teachers' attitudes and experiences.
Secondly, the research was conducted in a specific location, namely primary schools in Hanoi The local context, cultural factors, and educational policies unique to this region may limit the applicability of the findings to other educational settings Besides, the data collected through interviews and questionnaires rely on self-reporting by teachers, which can introduce bias Participants may provide responses they believe align with societal expectations or the researchers' aims.
Participants might have been inclined to express positive attitudes towards the integrated approach due to the perceived desirability of such an approach in modern education This bias could influence the findings and potentially mask certain challenges.
The study did not investigate the English language proficiency levels of the participating teachers, which could influence their attitudes and abilities to implement the integrated approach effectively.
The researchers’ perspectives and biases could have influenced the data collection and interpretation of findings Efforts were made to minimize bias, but it is essential to acknowledge its potential impact.
Limited scope of variables: The study primarily explored teachers' attitudes and suggestions Other variables that could impact the effectiveness of the integrated approach, such as student attitudes and parental support, were not extensively examined.
Despite these limitations, the research provides valuable insights into the attitudes of teachers towards teaching English through math and sciences Future studies with larger and more diverse samples, employing different research designs, and exploring additional variables can further enhance our understanding of this integrated approach's effectiveness and potential challenges.
Based on the findings and limitations of the current study, several suggestions for further research can be made to deepen our understanding of teaching English through math and sciences and its implications.
Firstly, conduct longitudinal studies that follow teachers and students over an extended period to track changes in attitudes, teaching practices, and language learning outcomes Long-term investigations can provide more robust evidence of the effectiveness of the integrated approach.
Secondly, conduct comparative studies that involve both control and experimental groups to directly compare the outcomes of teaching English through math and sciences with traditional teaching methods This approach can help determine the relative advantages and disadvantages of the integrated approach.
Thirdly, include the perspectives of students in further research to understand their experiences, challenges, and preferences regarding learning English through math and sciences This information can provide valuable insights for tailoring instructional strategies to meet students’ needs.
Besides, explore the relationship between teachers’ and students' English language proficiency levels and their attitudes towards and experiences with the integrated approach Understanding how language proficiency impacts implementation can inform targeted language support strategies.
Investigate the impact of specific teacher training and professional development programs focused on integrating language and content Research can assess the effectiveness of various training methods in preparing teachers to effectively teach English through math and sciences.
Conduct research in diverse cultural and linguistic contexts to explore how the integrated approach adapts to different educational systems and language backgrounds.
Investigate the benefits of teacher collaboration and professional learning communities in supporting the implementation of the integrated approach Peer support and collaborative practices may enhance the effectiveness of the teaching process.
Assess the impact of teaching English through math and sciences on students' language skills, including listening, speaking, reading, and writing A comprehensive evaluation of language proficiency can provide a holistic view of the approach's effectiveness.
Explore the use of technology in integrating math and sciences into English language lessons Investigate how digital tools and resources can enhance language learning and subject understanding.
By conducting further research in these areas, the field of teaching English through math and sciences can advance, leading to more informed pedagogical practices and improved language learning outcomes for students Additionally, investigations into the diverse contexts and variables can contribute to a more comprehensive understanding of the integrated approach's potential benefits and challenges.
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