VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* PHAM THANH LOAN AN INVESTIGATION INTO THE OPPORTUNITIES AND CHALLENGES OF TEACHING MATHS TO THE PRIMARY SCHOOL STUDENTS THROUGH ENGLISH (Nghiên cứu những cơ hội và thách thức trong việc dạy Toán cho học sinh tiểu học thông qua bộ môn Tiếng Anh) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2019 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* PHẠM THANH LOAN AN INVESTIGATION INTO THE OPPORTUNITIES AND CHALLENGES OF TEACHING MATHS TO THE PRIMARY SCHOOL STUDENTS THROUGH ENGLISH (Nghiên cứu những cơ hội và thách thức trong việc dạy Toán cho học sinh tiểu học thông qua bộ môn Tiếng Anh) M.A MINOR THESIS (Type I) Field: English teaching methodology Code: 8140231. Lê Văn Canh Hanoi – 2019 ii TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I HEREBY CERTIFY THAT THE STUDY PROJECT REPORT SUBMITTED ENTITLED An investigation into the opportunities and challenges of teaching Maths to the primary school students through English IS MY OWN STUDY IN THE FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS Ha Noi, 2019 Pham Thanh Loan iii TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS I would like to express my gratitude to all people who has given me great supports during my MA course and in the completion of my study. First of all, I would like to express my deep gratitude to my supervisor, Assoc. Le Van Canh, for his advice, guide, encouragement and supervision throughout the study.
I also would like to thank to all my lectures who have taught QH2017.D1 for their lectures as well as their enthusiasms during the MA course. Moreover, I wish to express my special thanks to two teachers and seventy-five students at grade 5 in Lao Cai city in contributing to the data collection presented in the research. Finally, I would like to express my thanks to my family, my colleges for their encouragements during my time of fulfilling this study. iv TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT The study was conducted with an attempt to 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 according to teachers‟ view and explore the students „attitudes towards the integrating Maths into English program.
The subjects involved in the study are two English teachers and seventy-five students at grade 5 chosen at random from two classes. The data were collected from classroom observation, teachers‟ interviews and questionnaires for students. The results of the study have shown that how the implementation of CLIL in integrating Maths into English, the opportunities and challenges in teaching process according to teachers‟ view as well as students‟ attitudes towards the program. v TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION.
v TABLE OF CONTENTS .vi LIST OF ABBREVIATIONS. viii LIST OF CHARTS AND FIGURES .ix PART I: INTRODUCTION. AIMS OF THE STUDY. SCOPE OF THE STUDY.
METHOD OF THE STUDY. SIGNIFICANCE OF THE STUDY. STRUCTURE OF THE THESIS. 3 PART II: DEVELOPMENT.
5 CHAPTER 1: LITERATURE REVIEW. What is CLIL?. The principles of CLIL. Core features of CLIL methodology.
The impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching and learning the second language. The differences between teaching English as a medium of instruction (EMI) and Content based instruction (CBI). Previous studies on CLIL. The context of the study.
An overview of the course. Data collection instruments. 18 vi TIEU LUAN MOI download : skknchat@gmail. FINDINGS AND DISCUSSION.
The implementation of CLIL in integrating Mathematics into English to primary school students. The teachers’ preparation for the lessons. Teachers‟ practices in CLIL class. 24 The use of mother tongue (L1).
25 Teaching new Maths vocabulary and grammar in context. 27 Teaching Mathematics Rules. 30 Using real-life examples. The opportunities and challenges of integrating Maths into English to primary school students according to teachers „views.
The opportunities of integrating Maths into English to primary school students. The challenges of integrating Maths into English to primary school students. Students‟ attitudes towards to the CLIL program .1 Students‟ interests in learning the program. The advantages of integrating Maths into English according to students‟ views.
Problems in integrating Maths into English. Summary and conclusion. Pedagogical implication for integrating Maths into English to primary school students. The limitation of the study.
Recommendations for further related studies. III APPENDIX A: Transcripts of Lesson 1. III APPENDIX B: Transcripts of Lesson 2. VII APPENDIX C: Transcripts of Lesson 3 .XI APPENDIX D: Transcripts for lesson 4.
XIV APPENDIX E: Questionnaires for students. XVI APPENDIX F: Questions for teachers’ interviews. XX vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS CBI: Content-based instruction CLIL: Content and Language Integrated Learning EMI: English as a medium of Instruction MOET: Ministry of Education and Training L1: Mother tongue Ss: Students T1: The first teacher T2: The second teacher viii TIEU LUAN MOI download : skknchat@gmail.com LIST OF CHARTS AND FIGURES Chart 1: Students‟ interests in integrating Maths into English program Chart 2: The benefits of integrating Maths into English program according to students‟views Chart 3. The problems in learning process Firgure 1.
Integrating Maths into English program is exciting and useful Firgure 2. Collecting and solving Maths words problems Firgure 3. Comprehending the knowledge of Maths ix TIEU LUAN MOI download : skknchat@gmail.com PART I: INTRODUCTION 1. RATIONALE Many countries have attached special importance to the quality of teaching and learning English as a foreign language or the second language since English is a means of international communication and becomes dominant in many different fields including business, culture and education.
Therefore, teaching and learning English play a vital role in the education system in many parts of the world. The Vietnamese ministry of Education and Training (MOET) has implemented different projects such as the National Foreign Language 2020 projects to enhance the language competence of teachers and learners. As a result, the Content and Language Integrated Learning (CLIL) program including integrating mathematics, science into English has been implemented in Vietnam and attracted much public attention. Students not only improve their language competence but also broaden their knowledge of other subjects like mathematics, science.
However, both teachers and learners have faced many challenges such as the qualities of teachers, the lack of materials in the implementation of CLIL program in educational curriculum. Lao Cai has implemented the CLIL program in integrating mathematics into English for primary and secondary schools since 2016. The CLIL program has received many supports from Lao Cai department of Education and Training, schools, teaching staffs, students and students‟ parents. However, only ten out of twenty - two primary schools have been teaching Maths through English to primary school students because other schools do not how to integrate Maths into English to teach primary students as well as the advantages and disadvantages of integrating Maths into English to primary school students.
Normally, both teachers and This study is to investigate how CLIL program was implemented in Lao Cai primary schools and finds the 1 TIEU LUAN MOI download : skknchat@gmail.com 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? 3. 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? 4. SCOPE OF THE STUDY The implement of CLIL program in integrating Maths into English has been carried out ten primary schools with over fifty classes from grade 1 to grade 5 in Lao Cai.
However, the study limits itself to the investigation of the reality of integrating Maths into English through CLIL approach for two classes at grade 5 from two primary schools because of the limitation of time. 2 TIEU LUAN MOI download : skknchat@gmail. METHOD OF THE STUDY The study primarily adopted a survey method, according to which the study was conducted in three phases. In the first phase, classroom observation was undertaken.
In the second phrase, two language teachers, who were implementing the program, were interviewed concerning their perception of the advantages and disadvantages of integrating Maths into English lessons for grade 5 students. This was followed by the administration of a questionnaire to the students in the third phase. The study also looks into the teachers‟ and students‟ attitudes towards the program. SIGNIFICANCE OF THE STUDY Only ten out of twenty-two primary schools have been applied CLIL program in integrating Maths into English to primary school students because many teachers do not really know how to integrate Maths into English to primary school students as well as the opportunities and challenges of the teaching process.
Moreover, students are interested in integrating Maths into English, some parents asked teachers about the program, but some teachers can not convince students‟ parents. Therefore, the study may be useful for teachers who want to know CLIL program in Lao Cai. STRUCTURE OF THE THESIS 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 3 TIEU LUAN MOI download : skknchat@gmail.com and learning the second language, the distinction between English as a medium of Instruction (EMI) and content-based construction, the strengths and weaknesses of implementing CLIL in teaching content subjects, the factors leading to successful CLIL program as well as the common barriers on the road to successful CLIL practice. 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. 4 TIEU LUAN MOI download : skknchat@gmail.com PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW At the beginning of this chapter, the researcher will discuss the notions and the principles of CLIL, core features of CLIL methodology. Secondly, the researcher mentioned the impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching and learning the second language. Next, she distinguishes between using English as a medium of instruction (EMI) and content-based instruction (CBI).
Finally, she presents some previous research related to CLIL program to point out the strength and weakness of CLIL and the factors leading to success of CLIL programs as well as common barriers on the road to successful CLIL practice. What is CLIL?