Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School

Thu Hung Phan,Binh Thi Le,Ngoc Van Nguyen,Thanh Van Thai

doi:10.13189/ujer.2020.082633

Abstract

The implementation of content and language integrated learning (CLIL) has been enforced by many education systems across the world as a means of improving their foreign language education or strengthening multilingualism in their society. CLIL in the context of Vietnam has recently been promoted as a means of tackling the country's ineffective English language education and upholding its science, technology, engineering, and mathematics fields. This study was conducted to gather information on the teaching of mathematics in English in Vietnamese high schools. Data were collected from a survey and follow-up interviews at 42 high schools across the country. The survey involved 39 school administrators, 78 teachers, and 500 students who had direct experience with teaching and learning mathematics in English while the follow-up interviews were conducted with 14 school administrators and 35 teachers. Statistical analyses performed indicated that CLIL-practising schools in Vietnam performed rather satisfactorily in terms of assessing CLIL learning outcomes and using content and pedagogies appropriate for their CLIL objectives and their school context. CLIL mathematics activities were perceived to be less satisfactory than other CLIL teaching and learning aspects due to practical conditions that constrained the range and diversity of CLIL mathematics activities. Vietnamese schools reported tailoring their CLIL mathematics teaching and learning to suit their particular school settings, which could be seen appropriate at the current early stage of CLIL mathematics implementation in Vietnam. The heavy dependence on foreign-imported curriculum and textbooks, however, still posed challenges in creating meaningful learning outcomes for CLIL students in Vietnam.

Highlights

IntroductionContent and Language Integrated Learning (or content and language integrated learning (CLIL)) refers to an educational approach where “a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” [1]
Content and Language Integrated Learning refers to an educational approach where “a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” [1]
While the curriculum from primary to high schools in Vietnam is known to be highly homogeneous under Ministry of Education and Training (MOET)’s centralised authority [39], this study found that Vietnamese high schools differed noticeably in selecting the syllabus and materials for their content and language integrated learning (CLIL) mathematics

Summary

Introduction

Content and Language Integrated Learning (or CLIL) refers to an educational approach where “a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” [1]. CLIL, for example, is strongly advocated by European leaders to create economic cohesion, mobility, and cultural diversity among European nations [14]. It acts as a cost-efficient means of providing language instruction to students in large classes for many countries in South America and Africa [15,16,17,18] and serves to lessen social and ethnic inequalities [19]

Methods

Results

Conclusion