INTRODUCTION
RATIONALE
The importance of teaching English as a foreign or second language has been recognized globally due to its role in international communication across various fields, including business, culture, and education In Vietnam, the Ministry of Education and Training (MOET) has launched initiatives like the National Foreign Language 2020 project to improve language proficiency among teachers and learners This has led to the implementation of the Content and Language Integrated Learning (CLIL) program, which integrates subjects such as mathematics and science into English instruction, thereby enhancing students' language skills and knowledge in other disciplines Despite its benefits, the CLIL program faces challenges, including teacher quality and a lack of materials Since 2016, Lao Cai has adopted the CLIL approach in primary and secondary schools, garnering support from various stakeholders However, only ten out of twenty-two primary schools have successfully implemented math instruction in English due to difficulties in integration and understanding the program's advantages and disadvantages This study aims to investigate the implementation of the CLIL program in Lao Cai's primary schools.
2 advantages and disadvantages of CLIL programs according to teachers‟views and students‟attitudes towards the program.
AIMS OF THE STUDY
This study will examine the reality of integrating Maths into English to primary school students in order to
Explore how a CLIL program was implemented in Lao Cai primary schools
Investigate the teachers‟ perceptions of the advantages and challenges of integrating Maths into English?
Explore the students‟attitudes towards integrating Maths into English programs?
RESEARCH QUESTIONS
The study will answer three research questions:
1 How is CLIL program implemented in integrating Maths into English in Lao Cai primary schools?
2 What are advantages and disadvantages of integrating Maths into English according to teachers „views?
3 What are students „attitudes towards the program?
SCOPE OF THE STUDY
The CLIL program, aimed at integrating Maths into English, has been implemented in ten primary schools across Lao Cai, encompassing over fifty classes from grades 1 to 5 However, this study focuses specifically on the integration of Maths into English through the CLIL approach in two fifth-grade classes from two selected primary schools, due to time constraints.
METHOD OF THE STUDY
The study utilized a survey method conducted in three phases: first, classroom observations were carried out; second, interviews were held with two language teachers to gather their insights on the benefits and challenges of integrating Math into English lessons for fifth-grade students; and third, a questionnaire was administered to the students Additionally, the research examined both teachers' and students' attitudes toward the program.
SIGNIFICANCE OF THE STUDY
Only ten out of twenty-two primary schools have implemented the CLIL program to integrate Maths into English for students, primarily due to teachers' lack of knowledge about effective integration methods and the associated challenges While students show interest in this approach and some parents inquire about the program, certain teachers struggle to persuade parents of its benefits This study aims to provide valuable insights for educators in Lao Cai seeking to understand and apply the CLIL program effectively.
The thesis is composed of three main parts: Introduction, development and conclusion
The introduction includes the rationale, the aims, the research question, the scope, and design of the thesis
The development has three main chapters:
Chapter 1: Literature Review - The researcher will mention relevant studies related to CLIL programs including the notions of CLIL program, the principles of CLIL programs, core features of CLIL methodology, the impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching
This article explores the distinction between English as a Medium of Instruction (EMI) and content-based instruction, highlighting the strengths and weaknesses of implementing Content and Language Integrated Learning (CLIL) in teaching content subjects It also examines the key factors that contribute to a successful CLIL program and identifies common barriers that educators face in achieving effective CLIL practices.
Chapter 2: Methodology - The researcher introduces the context of the study and describes the methodology employed in the study, research procedures and the participants, instruments and the research procedures
Chapter 3: Findings and discussion – The study presents and discusses the findings that arise from the data collected and recommendations
Chapter 4: Conclusion - The researcher gives a brief summary of the content of the study The researcher presents the pedagogical implication, the limitation of the study and recommendation for further studies.
DEVELOPMENT
LITERATURE REVIEW
This chapter explores the principles and core features of Content and Language Integrated Learning (CLIL) methodology It examines the influence of teachers' beliefs and students' attitudes on second language acquisition Additionally, the researcher differentiates between English as a Medium of Instruction (EMI) and Content-Based Instruction (CBI) The chapter also reviews previous studies on CLIL programs, highlighting their strengths and weaknesses, as well as the factors that contribute to successful implementation and the common challenges faced in effective CLIL practice.
Some authors state that the first known CLIL practice was appeared over
Five thousand years ago, Sumerian served as a medium of instruction for various subjects, including theology, botany, and zoology, following the conquest of the Sumerians In recent centuries, the significance of bilingual and multilingual education has gained recognition in Europe, leading many students to pursue studies abroad in private institutions In 1965, Canadian authorities introduced a language-immersion program that instructed English-speaking children in all subjects in French The globalization phenomenon has further fueled the growth of Content and Language Integrated Learning (CLIL) in Europe and Asia CLIL is defined as "a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language" (Peeter, Marsh & Frigols, 2008, p9) This approach promotes teaching content subjects in a second language, representing a modern educational strategy aimed at equipping learners with the necessary knowledge and skills for the global age.
Content and Language Integrated Learning (CLIL) combines subject content with language instruction, exemplified by Malaysian children studying Maths and Science in English, Norwegian students performing drama in German, and Italian students learning science in French Similarly, Japanese children learn geography in English, while Australians study Maths in Chinese, and some Vietnamese city children learn Maths and Science in English CLIL's development is influenced by various historical factors and is shaped by concepts such as bilingualism, second language acquisition theories, cognitive learning theories, and constructivism, as noted by Dale (2011).
The CLIL strategy involves collaboration between language and content teachers, where content teachers focus on delivering subject matter while incorporating language instruction Language teachers assist by enhancing students' linguistic skills to facilitate content comprehension This approach integrates language learning within various subjects such as mathematics, science, and geography, using engaging methods like charts, diagrams, and hands-on experiments to aid understanding Language teachers provide essential discourse patterns to help students grasp and utilize content effectively, ensuring that language objectives align with content goals Ultimately, CLIL aims to achieve interconnected goals in content knowledge, language proficiency, and learning skills.
Content and Language Integrated Learning (CLIL) is an educational approach that combines teaching a subject, such as mathematics, through a foreign language This method enables students to acquire knowledge in the curriculum subject while simultaneously enhancing their language skills By integrating content and language learning, students benefit from a more immersive educational experience.
According to Coyle (1999), the CLIL is defined through the 4Cs framework including content, cognition, communication and culture
Content encompasses both classroom and community interactions, enabling students to gain knowledge and skills while actively constructing their own understanding through hands-on experiences Additionally, it integrates diverse subject matter and cultural themes across all disciplines, fostering a holistic educational approach.
Cognition, encompassing both learning and thinking, is intricately linked to content interpretation To facilitate effective learning, content must be analyzed for its linguistic requirements, enabling learners to construct their own understanding Additionally, cognitive processes should be examined in light of their linguistic demands to enhance comprehension and engagement.
Effective communication is essential for students as they engage in activities both in the classroom and the community To facilitate learning, it is crucial for students to acquire language skills relevant to their context, enabling them to learn and reconstruct content effectively The language used must be clear and accessible Interaction within the learning environment serves as a foundation for understanding, particularly when the instruction is delivered in a foreign language.
Culture: cultures and language are related together in complex relationship Intercultural awareness is considered as the foundation of CLIL Its legal position is at the core of CLIL
Through the 4Cs framework, Coyle (1999; 2005; Coyle, Hood, & Marsh
2010) indicates that the requirement of the leaning of a foreign language for the future is that the learners may control content-oriented information and
8 use their cognitive skills to make use of that information and they also can interact effectively across cultures
1.3 Core features of CLIL methodology
Mehistor, Marsh and Frigols (2008) demonstrated six core features of CLIL methodology including multiple focus, safe and enriching learning environment, authenticity, active learning, scaffolding and co-operation
CLIL enhances language instruction and content acquisition by integrating various subjects, organizing learning around cross-curricular themes and projects, and promoting reflection on the learning process.
Creating a safe and enriching learning environment through Content and Language Integrated Learning (CLIL) involves daily activities and discourse that effectively illustrate both language and content This approach empowers students to confidently experiment with language, utilize their classroom learning, and engage with authentic materials and environments Ultimately, CLIL enhances students' awareness of language and its practical applications.
CLIL fosters authenticity by enabling learners to seek the language support they require, accommodating their interests, and linking their education to real-life experiences It encourages connections with other CLIL educators and promotes the use of diverse materials from various media sources.
Active learning : CLIL helps students communicate more than their teachers
Learners actively participate in defining their content, language, and skill outcomes while assessing their progress towards achieving these goals They are encouraged to engage in cooperative work with peers, collaborating to negotiate language and content Additionally, teachers serve as facilitators in this collaborative learning environment.
Scaffolding in CLIL methodology leverages students' prior knowledge, skills, and experiences, making learning more accessible and engaging By presenting information in user-friendly formats and catering to diverse learning styles, CLIL fosters the development of both creative and critical thinking skills.
Collaboration between CLIL and non-CLIL teachers is essential for effective course planning, lesson development, and thematic instruction Additionally, engaging parents in the CLIL approach fosters their understanding of how to support their children’s learning, while involving the local community, authorities, and employers enhances the educational experience and promotes a supportive learning environment.
1.4 The impacts of teachers’ beliefs and students’ attitudes on the process of teaching and learning the second language
Beliefs significantly influence language comprehension and acceptance, shaping how individuals interpret their experiences (Li, 2012) Teachers' beliefs are crucial in understanding their thought processes and teaching methods, often having a greater impact on lesson planning and classroom decisions than their knowledge (Zheng, 2009) These beliefs affect teachers' objectives, roles, and their interactions with learners (Harste and Burke, 1977) Additionally, various factors such as motivation, attitude, age, and cognitive styles play a role in second language learning (Ellis, 1985) Attitudes, defined as belief systems about the target language and learning tasks, can be positive or negative, influencing perceptions of linguistic difficulty and the importance of the language (Richard, 1985) Understanding students' feelings towards learning a specific language with particular teachers is essential for effective instruction (Ellis, 1985) This study aims to enhance insights into these dynamics.
10 teachers‟ beliefs on benefits and challenges of integrating Maths into English to primary school students and students‟ attitudes towards the program to the literature
1.5 The differences between teaching English as a medium of instruction (EMI) and Content based instruction (CBI)
METHODOLOGY
In this chapter, the current of integrating Maths into English in two primary schools will be taken in close-up and the methodology will be discussed
2.2 The context of the study
2.2.1 An overview of the course
The program integrating Maths into English for primary school students in Lao Cai is designed to enhance students' proficiency in listening, speaking, reading, and writing, enabling them to navigate various life situations confidently By participating in this non-obligatory program, students gain essential English communication skills, critical thinking abilities, and the capacity to analyze and evaluate information effectively The curriculum aligns with the Educational and Training Ministry's standards and emphasizes teaching Mathematics entirely in English, allowing students to frequently apply their language skills This approach not only strengthens their understanding of mathematical concepts but also enriches their vocabulary with academic terms related to the subject Ultimately, the program fosters both language proficiency and creative thinking, equipping students with valuable skills for their future.
The program syllabus comprises eight units that encompass essential mathematical topics such as fractions, ratios, decimal numbers, measurement, percentage, perimeter and area, cuboids, cubes, and speed It includes a total of 35 lessons, which are divided into 24 theoretical lessons, nine revision sessions, two progress tests, and two end-term assessments.
The following is the description of the course-book currently used in integrating Maths into English program for grade 5 of primary schools
The course book titled DIGIMATH 5 is part of a CLIL program that has been successfully implemented for primary school students over the past three years In response to the growing demand for integrating Mathematics with English, the program's content has been adapted to better suit students' needs.
The course- book content consists of 8 units:
Unit 1: Fractions Unit 1 has three lessons including 2 theoretical lessons and one revision lesson In unit 1, students learn how to recognize equivalent factions, proper fractions, improper fractions, mixed fractions; how to convert between improper and mixed fractions, how to find common denominators and solve word problems involving calculation fractions and mixed fractions, how to multiply and divide two fractions
Unit 2: Ratios In this unit, students learn how to find the ratios of one value to the other and solve word problems involving ratios
Unit 3: Decimal numbers Students learn how to read and write decimal numbers, compare decimal numbers using place value
Unit 4: Measurement Students will know how to convert between units of mass, units of length, units of areas, units of time; know how to solve word problems involving mass units, length units, areas units and time units
Unit 5: Percentage In this unit, students will know the relationship between fractions, ratios and percentages; know how to convert fractions, ratios to percentages; solve word problems involving percentages
Unit 6: Perimeters and Areas Students will know how to recognize the bases and the heights of a triangle or trapezium; calculate the area and the perimeter of these shapes; calculate the areas and the perimeter of a circle
Unit 7: Cuboids and cubes In this unit, students will know about the basic concept about cuboids, cubes, cylinders, spheres; recognize cuboids, cubes, cylinders and spheres; identify the faces, edges and vertices of a cuboid or cube, identify the base of a cylinder; know how to find the surface area of a cuboid or a cube; know how to calculate the lateral and total surface area of a cuboid or cube, find the volume of a cuboid or cube; solve word problems involving the surface, the volume of these shapes;
Unit 8: Speed In unit 8, students know how to find the speed of an object; know the relationship between speed, distance and time; solve word problems involving speed
Integrating high-tech equipment into lectures enhances lesson preparation, class activity design, and student evaluation accuracy The digital lecture system comprises five key components: warm-up, vocabulary, presentation, practice, and summary Notably, the practice segment includes various engaging games that captivate students' interest Utilizing advanced technology in teaching significantly boosts student attention and fosters productive participation in class activities.
Before the new school year begins, teachers undergo training to effectively understand the objectives, curriculum, and resources necessary for integrating Mathematics into English They also receive education on utilizing digital lecture systems to enhance their teaching methods.
The program's teaching staff includes 25 English teachers aged 25 to 45 This study specifically examines two teachers who have varying levels of experience in teaching Mathematics in English.
The first teacher has nine years of experience teaching English at the primary level and has participated in the integration of Maths into English within the CLIL program While she is confident in her English proficiency, her understanding of Maths presents challenges in this integration The second teacher, with three years of primary teaching experience, is new to combining Maths with English instruction Despite not being subject specialists, both teachers strive to enhance their students' English skills and Maths knowledge They encounter difficulties related to Maths content, teaching methodologies, and available materials A significant advantage of the research study is the teachers' willingness to share their experiences, opportunities, and challenges in integrating Maths into English, allowing the researcher to observe their classrooms.
The CLIL program was introduced in ten primary schools in Lao Cai, allowing students the option to enroll in CLIL classrooms voluntarily This study focuses on fifth-grade students who have been immersed in the CLIL environment from grades 3 to 5, providing them with familiarity with the curriculum and materials This background is advantageous for integrating Mathematics into English instruction for primary students However, the cohort exhibits varying levels of mathematical proficiency, English language skills, and diverse learning styles, with some excelling in both subjects while others struggle to communicate in English Overall, there is a strong expectation among students to enhance their English language abilities alongside their mathematical knowledge.
Two teachers and 75 students from two classes at grade 5 were chosen to take part in the study
The study focuses on the delivery of the CLIL lessons by two English- language teachers, who had varied teaching experience One is 25 years old and the other is 31
A study involving 75 students with varying levels of English proficiency and mathematics knowledge was conducted, beginning CLIL (Content and Language Integrated Learning) lessons in grade 3 Participants included students who had engaged in international mathematics competitions and those who had been active in mathematics or English clubs at their schools.
Classroom observation serves as a key method for data collection in educational research, allowing for the direct observation of teaching practices in real time This technique involves the observer recording and coding instructional behaviors, providing valuable insights into the dynamics of the classroom environment (Hora, 2013).
Classroom observation, as recommended in 2012, should be systematic, intentional, principled, and theoretical This means that observations are conducted consistently and purposefully, with the observer having clear reasons for their focus In this study, the researcher systematically observed the classes of two colleagues, coded as C1 and C2, to gain insights into the teaching process through detailed note-taking A Mathematics lesson from each class was video recorded and transcribed to analyze the communication between teachers and students in relation to pedagogical functions The participants in this research were two English teachers from different schools.
19 identified as T1 and T2 Their involvements in primary mathematics teaching are reported in table 1
( years) class Title of lessons observed
FINDINGS AND DISCUSSION
The result of the study is presented as the following frame:
The implementation of CLIL in integrating Maths into English to primary school students
The opportunities and challenges of integrating Maths into English to primary school students according to teacher‟s views
Students‟ attitudes towards to the program
3.1 The implementation of CLIL in integrating Mathematics into English to primary school students
The researcher conducted an observational study of teaching processes by collecting video data from four 40-minute lessons focused on topics such as dividing fractions, ratios, word problems, units of mass, and percentages Initial findings, derived from transcriptions of the recorded lessons, revealed key extracts that highlight the pedagogical interactions between teachers and students during the teaching and learning processes To explore the implementation of Content and Language Integrated Learning (CLIL) in integrating Mathematics into English for primary school students, the researcher analyzed both the teachers' lesson preparations and their instructional practices.
3.1.1 The teachers’ preparation for the lessons
Interviews with two teachers revealed their preparation methods for new lessons, highlighting the importance of studying relevant Maths concepts They utilized Vietnamese Maths books and Digital Maths resources, along with online videos that demonstrate teaching techniques for division, multiplication, ratios, units of mass, and percentages tailored for primary students.
In the realm of Digital Maths, students often encounter unfamiliar academic terms, prompting them to consult both Vietnamese and Digital Maths textbooks for clearer understanding To simplify mathematical concepts for English learners, they focus on using concise phrases and nouns instead of lengthy sentences When faced with challenges in mathematical comprehension, they actively seek assistance from Maths teachers McDougald (2009) emphasizes the importance of collaboration between language and content teachers to enhance students' language skills Both T1 and T2 highlight that effective lesson planning is crucial for successful teaching, as it allows them to define learning outcomes and select appropriate activities Ultimately, teachers engage in extensive reading, watch relevant videos, and collaborate with Maths instructors to ensure well-prepared lessons.
3.1.2 Teachers’ practices in CLIL class
The basic stages of four observed lessons are the following stages
Stage 1: Warm-up In this stage, teachers activate what students have already known about the topic to make associations of prior knowledge with new knowledge Teachers ask the questions or let students listen to a song related to knowledge of Maths which they are going to learn in order to recall their previous knowledge
Stage 2: Presentation Teachers explain the knowledge of Maths in English as well as teaching new Maths vocabulary and related structures to help students master the knowledge
Stage 3: Practice This stage gives students opportunities for cooperative learning with their classmates to practice what they have learnt through a variety of activities
Stage 4: Summary Teachers help students revise vocabulary, structures and main content of the lessons
The implementation of the CLIL program in integrating Maths into English for primary school students involves a focused analysis of key features in the teaching process This includes the strategic use of the first language, effective methods for teaching new Maths vocabulary and grammar in context, the application of mathematical rules, and the incorporation of real-life examples to enhance learning outcomes.
The use of mother tongue (L1)
Teachers initiate lessons by tapping into students' prior knowledge in Vietnamese (L1) to gauge their understanding of the topic, despite potential challenges in articulating this knowledge in English (L2) During brainstorming sessions, students are encouraged to use Vietnamese, which teachers then translate into English Classroom observations indicate that incorporating the first language in Content and Language Integrated Learning (CLIL) can enhance student communication.
In a lesson on dividing fractions, the teacher (T1) utilized Vietnamese to engage students in discussing the process of fraction division T1 then guided them in reading expressions that involve dividing two fractions, ensuring they grasped the concept of reciprocals in English By using the students' first language, T1 effectively introduced the new lesson, preparing them for the upcoming content.
Extract 1 from Fractions division lesson
T1: Bây giờ chúng ta cùng điểm qua các phép toán phân số mà chúng ta đã học : + ; - ; x ;
T1: the first is……( T1 points these expressions )
What‟s this? Who can guess? Come here and complete the expression?
Ss: ( go to the board and fill in the blank) : = x T1: Bạn Tâm cho cả lớp biết con vừa làm phép toán gì?
Ss: Dạ thưa Cô, con làm phép toán chia 2 phân số ạ
In today's lesson, we will explore the division of fractions Specifically, we will learn how to express the division of two fractions, such as "seven by three divided by three by five equals thirty-five by nine."
Và bây giờ cô muốn hỏi cả lớp, trong phép chia phân số, có 1 thuật ngữ rất đặc biệt, đó là gì ? Cô mời Phương Anh?
Ss: Dạ thưa cô, đó là phân số nghịch đảo ạ ?
T1: Và trong Tiếng Anh, phân số nghịch đảo được gọi là Reciprocal
For example: four by five is reciprocal of five by four
So, three is reciprocal of ……?
Ss: three is reciprocal of one by three
The study reveals that teachers permit the use of students' first language (L1) to facilitate discussions about their existing knowledge, especially when they struggle to express it in the second language (L2) Classroom observations indicate that the flexible switching between Vietnamese and English, whether mid-sentence or between sentences, enhances participation in CLIL classes Additionally, utilizing L1 fosters greater confidence among students in the CLIL environment.
T1: How do you solve this problem?
Ss: um…uh ….con thưa cô con trả lời Tiếng Việt được không ạ?
S: Con tính tổng số phần là 7, sau đó con lấy tổng số học sinh chia cho tổng số phần , tìm ra được 1 phần con nhân với 3 thì ra số học sinh nam trong lớp T1: Thank you, Minh Các con thấy bạn Minh làm đã đúng chưa Vậy hôm nay cô sẽ hướng dẫn các con bài toán tìm 2 số khi biết tổng tỉ hoặc hiệu tỉ của hai số đó Finding two unknown numbers when you know sum ratios or difference ratios
In a recent lesson on percentages, T2 introduced the Hangman game to assess students' comprehension of the topic As it was the students' first experience with Hangman, T2 utilized the first language (L1) to clarify the game rules, ensuring her instructions were clear and efficient.
T2: Do you want to play game?
T2: I will divide the class into 2 teams: team A and team B Have you ever played Hang Man game?
Trong trò chơi này, mỗi đội sẽ chọn một số từ hai hình giá treo để trả lời câu hỏi tương ứng Mỗi câu trả lời đúng giúp đội treo thêm một bộ phận lên hình người của mình Khi trò chơi kết thúc, đội nào có ít bộ phận bị treo hơn sẽ giành chiến thắng.
The use of L1 in CLIL classes serves as an effective tool for teachers to assess students' prior knowledge, boost their confidence, and enhance their communication fluency Additionally, L1 helps educators simplify instructions and optimize time management in the classroom.
Teaching new Maths vocabulary and grammar in context
In a study observing four primary school math classes, the researcher found that repetition is a prevalent method for teaching new vocabulary Teachers encouraged students to read new words collectively, in groups, pairs, and individually, enhancing their ability to remember and write the vocabulary Teacher T1 implemented a turn-taking reading strategy, allowing each student to practice pronunciation while receiving corrective feedback Additionally, teachers incorporated games to reinforce vocabulary retention, making the learning process engaging and effective.
Extract 4 from Fraction division lesson
T1: Now, whole class, look, listen and repeat
Ss: (whole class) repeat (three times)
T1: take turn, repeat these words
Ss: division, reciprocal, divided by………
Teacher T1 has effectively instructed students on both isolated words and related structures, such as “The ratio of N1 to N2 is…” and “the number of N is…,” to aid in solving word problems By introducing these structures early in the lesson and reinforcing them during the vocabulary segment, students learn to determine the ratio of one value to another, equipping them to tackle ratio-related problems successfully.
T1: Students Look, listen and repeat
The ratio of N1to N2 is…
The ratio of boys to girls is three over four
The number of girls is 30 girls
Ss: (listen and repeat) : ratio, the ratio of N1 to N2 is
T1: Open your notebook and write new words and structures
Open your book and do exercises Page 13-14
CONCLUSION
The previous chapter focuses on answering three following research questions:
Question 1: How is CLIL programs implemented in integrating Maths into English in Lao Cai primary schools?
Question 2: What are advantages and disadvantages of integrating Maths into English according to teachers „views?
Question 3: What are students „attitude forward the program?
This section will give the summary of all findings in the study
To explore how teachers integrate Maths into English for primary students, the researcher conducted interviews and classroom observations Interviews with two teachers revealed that they frequently source teaching materials online and collaborate with subject specialists to prepare lessons Observations indicated that teachers utilize the students' first language to ensure comprehension, assess prior knowledge, boost confidence, and enhance communication skills, while simplifying instructions to save time in CLIL classes Common strategies for teaching new Maths vocabulary included repetition, games, and structural combinations Additionally, teachers employed phrase words and diagrams instead of full sentences to help students memorize Maths rules in English Real-life examples were also used to deepen students' understanding of Maths concepts and their practical applications.
The author conducted interviews with two teachers to explore the opportunities and challenges associated with teaching in a CLIL (Content and Language Integrated Learning) environment The discussions revealed three key advantages of implementing CLIL, particularly in the integration of Mathematics into the curriculum.
Teaching English to primary school students through Content and Language Integrated Learning (CLIL) offers numerous benefits, such as fostering collaboration between language and subject teachers, which boosts their confidence and knowledge Digital lectures capture students' attention, enhancing their English proficiency while simultaneously developing their critical thinking skills and reinforcing their understanding of Mathematics However, teachers encounter significant challenges in implementing CLIL programs, including insufficient training, varying qualifications, and disparities in student proficiency levels.
A study involving 75 students was conducted to assess their attitudes towards the implementation of Content and Language Integrated Learning (CLIL) in integrating Maths into English The findings indicate that the program has a positive impact on students, with many expressing enjoyment in combining Maths with English Participants reported several benefits, including an increase in vocabulary, enhanced confidence in English communication, and improved knowledge of Maths, which also encouraged participation in English Mathematics clubs and international competitions However, challenges remain, as many students struggle with writing solutions to Maths word problems, creating their own problems, and expressing ideas in English while memorizing mathematical terminology.
4.2 Pedagogical implication for integrating Maths into English to primary school students
A recent study highlights the challenges teachers face in implementing Content and Language Integrated Learning (CLIL) for integrating Mathematics into English for primary school students To address these difficulties, it is essential for teachers to participate in training courses prior to launching the program Additionally, as this integration approach is relatively new, the Department of Education and Training should facilitate monthly workshops, providing teachers with opportunities to share their experiences and best practices in teaching Maths through English.
4.3 The limitation of the study
The research's limited sample size raises concerns about the representativeness of its findings regarding the implementation of CLIL for integrating Maths into English among primary school students in Lao Cai Additionally, the study does not address various opportunities and challenges associated with the program, leading to skepticism about its validity However, the author emphasizes that participant selection was random and that the results are grounded in actual data from the teaching and learning process Importantly, the study does not assess the effectiveness of CLIL in this educational integration.
4.4 Recommendations for further related studies
This study acknowledges the limitations of the thesis, as it does not address the solutions to the challenges faced by teachers and students in the teaching and learning process Therefore, future research should focus on identifying and implementing effective solutions to these issues.
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T1: last time, we learnt how to multiply 2 fractions Can you do this (and tell me how many steps do we use?
Cô rất vui khi lớp đã ghi nhớ tốt bài học trước Hôm nay, chúng ta sẽ cùng nhau ôn lại các phép toán phân số mà chúng ta đã học.
The first one is ( teacher points the expressions)
T1: (T points the last expression) and ask : what‟s this? Who can guess? Come here and complete the box?
Ss : ( go to the boards and fill in the box)
T1: Bạn Tâm hãy cho cả lớp biết con vừa điền phép toán gì ?
Ss: Dạ thưa Cô con vừa thực hiện phép tính chia ạ
T1: Và phép chia cũng chính là nội dung bài học hôm nay.Chúng ta sẽ học về phép chia phân số
Today, we learn about the division of fractions
Và khi Cô muốn diễn đạt một phép chia Cô diễn đạt như sau :
Three by four divided by five by two is và sau đó là cộng với kết quả của phép tính
Và bây giờ cô muốn hỏi cả lớp: trong phép chia phân số có 1 thuật ngữ rất đặc biệt đó là gì?
Ss : Em thưa Cô đó là phân số đảo ngược ạ
T1: Phân số đảo ngược, chính xác chưa cả lớp
T1: Và trong Tiếng Anh phân số đảo ngược là Reciprocal
For example: four by five is reciprocal of five by four
So, three is reciprocal of … ( Đức Anh, please )
Ss: three is reciprocal of one by three
Teacher: Very good Thank you, sit down Now, look at the board, listen and repeat:
( T reads first, students listen and repeat three times)
We have known some definition Now we move to how to divide two fractions
( students watch a video about how to divide two fractions)
T1: Để tóm lược lại 4 bước chia 2 phân số, Cô sẽ hướng dẫn lớp chúng mình
1 câu thần chú sẽ giúp các con hoàn thành được tất cả các phép chia phân số The key words are L, C , T
T1: love ? ( laugh) …No LEAVE ME
T1: ( laugh) … C stands for CHANGE ME
And the last one , T sands for …what ?
Now, how to use LCT I have two fractions: two by three divided by five by seven
LEAVE ME means you don‟t change the first fraction
CHANGE ME means change divided by into multiplied by
TURN ME OVER means change the second fraction into reciprocal
T1: very good So, now listen, clap your hands and repeat : LEAVE ME, CHANGE ME, TURN ME OVER
Students: (clap their hands and repeat ) LEAVE ME, CHANGE ME, TURN
T1 : Bây giờ bạn nào có thể diễn đạt phép chia này dựa vào mẫu câu cô vừa giới thiệu
Ss : two by three divided by five by seven is fourteen by fifteen
T1: Very good Students repeat : two by three divided by five by seven is fourteen by fifteen
Ss : two by three divided by five by seven is fourteen by fifteen
T1: Now, think about some division and tell me
Ss : ( raise their hands and answer) : four by five divided by three by two equals eight by fifteen
T1: four by five divided by three by two equals eight by fifteen Do you agree?
The teacher thanked the students and instructed them to sit down, awarding one star to group 3 She then distributed a worksheet, giving them two minutes to complete it, and indicated that she would select some students to come forward and share their answers.
Ss : ( some students do exercise in their worksheets, two students go to the boards and write their answer on the board)
T1: Do you want to play game?
T1: Now, look at my example:
Step 2: I say aloud: four by nine divided by eight by three is twelve by seventy-two That is simplified?
To simplify a fraction, it's essential to ensure it is in its simplest form For example, if the fraction is one by six, you need to check if it has been simplified If not, make sure to reduce it before checking your answer Once you simplify the fraction, click the check button; if your answer is correct, you'll earn a star Are you ready? After I clap, please raise your hand, come forward, and present your answer.
Ss: Đức Anh please Everyone, Let‟s count down 5……4…
Ss: three by seven divided by five by fourteen is six by five
T1: Let‟s check …oh …great job Continue, 3…2….1…
Ss: ( raise their hands and go to board) …
T1: Now, let‟s find winner group today… ( count stars)
Group 1 is the winning team, and they will receive a special gift at the end of the lesson Please open your books to page 13 and complete the task within 5 minutes Time is up; leaders, please collect all the books.
Now Let‟ summary What have you learnt, today? … Mai Linh, please Ss: division of fraction
T1: Today, we‟ve learnt about … ?
Ss: Today, we‟ve learnt about division of fraction
T1: Very good So, what are definitions we‟ve learnt today? Can you tell me again ?
T1: How many steps are there in the division of fraction?
Ss: Three They are Leave me, change me and turn me over
T1: Very good So, that‟s enough for today Remember to learn how to divide fractions and do homework Good bye
T1: Look at apples and oranges on the table and answer my question:
“How many apples and oranges are there?
Ss: there are three apples and five oranges?
T1: How many times is the number of apples less than the number of oranges?
You can compare by division?
Ss: 3 divided by 5 equals 3 by 5
Cô có 3 quả táo và 5 quả cam, nên tỉ số giữa số táo và số cam là 3:5 Cô có thể diễn đạt tỉ số này dưới dạng phân số là 3/5 hoặc viết là 3:5 Vậy, tỉ số giữa số táo và số cam được biểu đạt là: Tỉ số của táo so với cam là ba trên năm hoặc ba chia năm.
Now, listen and repeat: The ratio of apples to oranges is three over five or three by five
Ss: ( listen and repeat) The ratio of apples to oranges is three over five or three by five
T1: Look at these candies, what is the ratio of red candies to green caddies?
Ss: the ratio of red candies to green caddies is three over two
Or the ratio of red candies to green caddies is three by two
T1: Good job Who can tell me what is the ratio of green candies to red caddies ?
Ss: the ratio of green candies to red caddies is two over three or two by three T1: Great How many girls are there in your class?
T1: How many boys in your class?
T1: So, what is the ratio of girls to boys in your class?
T1: Right Are there any other answers?
Ss: Dear teacher The ratio of girls to boys is nine to five
Ss: Yes… No… (some students say Yes, some says No)
T1: Minh, how do you find the ratio of girls to boy?
Ss: …um… em thưa có em lấy 18 chia 10 sau đó em rút gọn phân số, em được phân số ạ
T1: Good Now, Let‟s give solutions for the following problem The ratio of girls to boys is 4: 3 If the class has 35 students in total, how many boys are there?
T1: How do you solve this problem?
Ss:um…uh ….con thưa cô con trả lời Tiếng Việt được không ạ?
Tổng số phần là 7, từ đó ta chia tổng số học sinh cho tổng số phần để tìm ra giá trị của 1 phần Sau đó, nhân giá trị này với 3 để xác định số học sinh nam trong lớp.
Cảm ơn Minh Các con có thấy Minh làm đúng không? Hôm nay, cô sẽ hướng dẫn các con cách giải bài toán tìm hai số khi biết tổng tỉ hoặc hiệu tỉ của chúng.
Finding two unknown number when you know sum ratios or difference ratios Look at the problem again: “The ratio of boys to girls is 3: 4 If the class has
35 students in total, how many boys are there?”
T: We have to find two unknown numbers when you know the sum or the difference of two numbers
Step 2: find the value of one box We have thirty-five divided by seven equals five
The number of boys is : 5 x 3 = 15 (boys)
Is this clear for you?
T1: So, how many steps are there?
Ss: find the value of one box
T1: Great job Now open your book and write down some new words:
The ratio of … to … is: tỉ số giữa… và … là
Eg: the ratio of boys to girls is
Eg: The number of girls is 30 students: số lượng học sinh nữ là 30 học sinh
Ss: (Write new words on their notebooks)
T2: Now, look at two pictures and tell me which can be lifted easier, an elephant or a leaf?
Ss: Dear teacher, a leaf can be lifted easier than an elephant
Different objects possess varying masses, which is a measure of their weight We use units of mass to measure or compare the weight of different items against one another.
So, today we are going to learn about units of mass How many units of mass do you know?
T2: Who can name some units of mass you know?
Ss: kilogram, đề ca gam, mi li gam