TABLE OF CONTENTS
ABBREVIATIONS
LIST OF FIGURES
LIST OF TABLES
PART I: INTRODUCTION
PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. Content and Language Integrated Learning
1.1.1. Overview of Content and Language Integrated Learning
1.1.2. Core features of CLIL Methodology
1.1.3. Why CLIL for youngsters
1.1.4. CLIL Teacher Competence
1.2. Review of related studies
CHAPTER 2: THE RESEARCH METHODOLOGY
2.1. The Current Situation of Teaching and Learning English at Minh Khai
primary school
2.1.1. The Context
2.1.2. The Course Objectives
2.1.3. The Material Description
2.2. The research methodology
2.2.1. The informants
2.2.2. The Data Collection Instruments
2.2.3. Data collection procedure
2.3. Data analysis
2.3.1. Data analysis of the teachers’ survey questionnaire
2.3.2. Data analysis of students’ survey questionnaire
CHAPTER 3: MAJOR FINDINGS AND DISCUSSION
3.1. Research Question 1: To what extend is the textbook Practice Maths 1 used
to teach 1st
graders at Minh Khai 1 Primary school?
3.2. Research Question 2: What are the difficulties that teachers and students
face when using the Maths Practice 1?
3.2.1. Teachers’ competences:
3.2.2. Teaching and learning facilities
3.2.3. Students’ mixed levels of proficiency in English and their motivation
3.3. Research Question 3: What are suggested solutions to overcome the
difficulties in using Practice Maths 1?
3.3.1. Modifying the teaching syllabus to fit students’ level and teaching context
3.3.2. Improving the teaching and learning facilities:
3.3.3. Regrouping students in smaller classes according to students’ level.
3.3.4. Professional development program for teachers
3.3.5. Adapting the textbook to fit students’ levels and learning styles.
3.4. Summary
PART III: CONCLUSION
REFERENCES
Appendix