Abstract
A collaborative project between Vietnamese English language teachers and an Australian academic specializing in project-based learning resulted in an innovative, thematic approach to English language and mathematics learning. Rather than the traditional teacher-centered approach using static texts that focus on abstract English learning practices, the EduAction Project 2018 opted for a student-centered pedagogy. Using a CLIL approach, a narrative development framework was used to develop English language skills and mathematics within a given context. Teachers reported that the students displayed better behavior and were more engaged in the co-construction of their lessons. They also improved their English and accomplished the tasks with Mathematics content.
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