VIETNAM NATIONAL UNIVERSITY, HA NÓI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES: FACULTY OF POST - GRADUATE STUDIES ane, NGUYEN THI PHUC G THE TEXTBOOK PRACTICE MATHS 1 TO TEACH MATHS IN ENGLISH TO FIRST GRADERS AT MINH KHAI 1 PRIMARY SCHOOL — DIFFICULTIES AND SOME SUGGESTED SOLUTIONS (Sử dụng sách giáo khoa “Practice Maths i” dé đạp Toán bằng Tiếng Anh cho học sinh khỗi 1 tường tiêu học Minh Khai 1- Khả khăn và một số giải pháp) M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Hanoi - 2013 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES Rae, NGUYÊN THỊ PHÚC USING THE TEXTBOOK PRACTICE MATHS 1 TO TEACH MATHS IN ENGLISH TO FIRST GRADERS AT MINH KHAI 1 PRIMARY SCHOOL — DIFFICULTIES AND SOME SUGGESTED SOLUTIONS (Sữ dụng sách gido khoa “Practice Maths 1” dé day Todn bang Tiéng Anh chớ học sinh khôi I truéng tiéu hoc Minh Khai 1- Khé khan và một số giải pháp) M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 1410 Supervisor: M. Neuyén Thi Minh Tam Hanoi - 2013 TABLE OF CONTENTS Certificate of originality of the thesis.
Acknowledgements Abstract ‘Table ofcontents Abbreviations vil Last of figures vill List of tables ix PART I: INTRODUCTION 1. Rationale 2 Aims of the study kề 3. Research questions hà 4, Scope of the study uw Significance of the study au Methods of the study Bow 7, Organization of the study PART I: DEVELOPMENT Chapter 1: THEORETICAL BACKGROUND 1. Content Language Integrated Leaning 1.
Overview of Content and Language Integrated Learning. Core features of CLIL Methodology 11.3 Why CLIL for youngsters 1. CLIL Teacher Competence 1. Review of related studies Chapter 2: Research Methodology 3.
The Curert Situalion of Teaching and Learning al Minh Khai Iprimary schodÌ. The Course Ohjecttves 2.3, The Material Description 2. The research methodology PART T: INTRODUCTION 1. Rationale Content and Language Integrated Learning (CLIL) has become the umbrella term describing both leaming another (content) subject such as Maths or Science through the medium of a foreign language and learning a foreign language by studying a content-based subject.
In ELT, forms of CLIL have previously been known as 'Content-based instruction’, “English across the curriculum” and “Bilingual education”. This approach in education started in Europe in 1970s and has been spreading widely since 1990s. In Vietnam since 1998 when a pilot project invelving the teaching of Maths and Soience through English at Grade 1 started in Ilo Chi Minh, the concept of English Bilingual Education (EBE) or the Lerm Comer. Language Integrated Learning (CLIL} was little known, CLIL lessons have only been described as modem subject lessons like those that cauld also take place in the leamers’ mother Longue.
The question of the linguistic side of CLIT. and above all of the integration of content and language requires further considerations. Language plays a central role in the teaching of any subject. It is undeniable that the textbook plays an important role in foreign language leaching since il delormines the major part of classroom teaching and student learning.
Although choosing a textbook is daunting, it has a significant influence on the ability of students to meet their language learning objectives and aflects both the process of learning and outcomes. Nevertheless, as Swales (1980) states, textbooks, especially course books, exhibit problems and in extreme cases are examples of educational faihiwre. to have a successful language teaching program, it is necessary to have good materials, and to make the most effective use of a textbook, it is necessary for teachers to carefully examine all aspects of the textbook and compare it against an assessment tool. The present (extbook taught at Minh Khai 1 Primary school is Practice Maths 1.
To some extent, its content meets the teaching and learning’s objectives such as the objectives in vocabulary and reading skill development. However, the best exploitation of the book are nol yol aclieved. Teachers still find it hard lo bridge the gap between language level of proficiency of first graders and the language proficiency level PART T: INTRODUCTION 1. Rationale Content and Language Integrated Learning (CLIL) has become the umbrella term describing both leaming another (content) subject such as Maths or Science through the medium of a foreign language and learning a foreign language by studying a content-based subject.
In ELT, forms of CLIL have previously been known as 'Content-based instruction’, “English across the curriculum” and “Bilingual education”. This approach in education started in Europe in 1970s and has been spreading widely since 1990s. In Vietnam since 1998 when a pilot project invelving the teaching of Maths and Soience through English at Grade 1 started in Ilo Chi Minh, the concept of English Bilingual Education (EBE) or the Lerm Comer. Language Integrated Learning (CLIL} was little known, CLIL lessons have only been described as modem subject lessons like those that cauld also take place in the leamers’ mother Longue.
The question of the linguistic side of CLIT. and above all of the integration of content and language requires further considerations. Language plays a central role in the teaching of any subject. It is undeniable that the textbook plays an important role in foreign language leaching since il delormines the major part of classroom teaching and student learning.
Although choosing a textbook is daunting, it has a significant influence on the ability of students to meet their language learning objectives and aflects both the process of learning and outcomes. Nevertheless, as Swales (1980) states, textbooks, especially course books, exhibit problems and in extreme cases are examples of educational faihiwre. to have a successful language teaching program, it is necessary to have good materials, and to make the most effective use of a textbook, it is necessary for teachers to carefully examine all aspects of the textbook and compare it against an assessment tool. The present (extbook taught at Minh Khai 1 Primary school is Practice Maths 1.
To some extent, its content meets the teaching and learning’s objectives such as the objectives in vocabulary and reading skill development. However, the best exploitation of the book are nol yol aclieved. Teachers still find it hard lo bridge the gap between language level of proficiency of first graders and the language proficiency level 2. The Data Collection Instruments `.
Data Callection Procedure i6 2. Data analysis of the teachers’ XIV) questionnaire " : 16 2.2, Data analysis of students’ survey questionnaire 35 Chapter 3: Major findings anil Discussion 30 3. Research question 1: ‘fo what extend is the textbook Practice Maths 1 used to teach first graders at Minh Khai 1 primary school? 31 3. Research question 2: Whal are the difficullics thal teachersand studsnts face when using Practice Maths 1 " 31 3.
Teaching and learning facilities 31 3. Students’ mixed levels of proficiency in English and their motivation. Research question 3: What are suggestions solutions to overcome the difficulties in using Practice Maths 17 TH< HH 1 TH Hà hen 32 3. Modifying the teaching syllabus to fit students’ level and teaching context.
Improving the teaching and learning facilities 33 3. Regrouping students in smaller classes according to students’ level - 33 3. Professional developntent program for teachers. Adapting the textbook to fit students’ levely and learning styles.
Summary e 35 PART Il: CONCLUSION 36 1. Limitations of the Study 36 3. Suggestions for Hrther Study + REFERENCES 38 The general goal of this research is to look into teachers’ difficulites in teaching Maths in English to first graders at Minh Khai 1 primary school. To this end, this rescarch tries to answer the following questions: 1.
To what extent is the textbook “Practice Maths 1” used to teach 1" graders at Minh Khai 1 Primary school, Thanh loa? 2. What are the difficulties that teachers face when using the Practice Maths 17 3. What are suggested solutions to overcome the difficulties in using Practice Maths 1? 4. Scope of the study The study is scoped down to collect data from the teaching practice at Mimh Khai 1 primary school, with the use of the Lexthook Practive Maths 1 i the CLIT approach only.
‘the study therefore onty focuses on evaluating the appropriateness of the use of the textbook and the objectives of the “Bilingual Program” for first. graders, and on the finding difficultics that teachers arc facing using this textbook in this program. Solutions suggested in the study are applicable to the teaching and learning context in Minh Khai Primary 1 school only. 5, Significance of the study The textbook Practice Maths 1 has been used to teach Maths through English to 1* graders of the Bilingual Program in Minh Khai 1 primary school for 3 years now, but there has never been any study on this teaching practice, despite certain facts about the shortcomings of the hook and the teaching-Maths-throngh-Rnglish program.
This study is therefore conducted as the first vllort to cheek the appropriateness of Practice Maths 1 to the teaching context in Minh Khai | Primary school, the effectiveness of using this textbook, the difficuliics that teachers and students are facing in the program, and to suggest some solutions to these problems. Methods of the study ‘This study is conducted using descriptive and analytic methods, with survey questionnaires as the data collecting instruments. In general, the analysis and arguments in the thesis is based on qualitative explanation and reasoning. The survey LIST OF FIGURES Figure 1; The 4C’s Framework of CLIL (Coyle, 2011).
Figure 2; The Language Triptych (Coyle, Hood, Marsh, 2010). 7 The general goal of this research is to look into teachers’ difficulites in teaching Maths in English to first graders at Minh Khai 1 primary school. To this end, this rescarch tries to answer the following questions: 1. To what extent is the textbook “Practice Maths 1” used to teach 1" graders at Minh Khai 1 Primary school, Thanh loa? 2.
What are the difficulties that teachers face when using the Practice Maths 17 3. What are suggested solutions to overcome the difficulties in using Practice Maths 1? 4. Scope of the study The study is scoped down to collect data from the teaching practice at Mimh Khai 1 primary school, with the use of the Lexthook Practive Maths 1 i the CLIT approach only. ‘the study therefore onty focuses on evaluating the appropriateness of the use of the textbook and the objectives of the “Bilingual Program” for first.
graders, and on the finding difficultics that teachers arc facing using this textbook in this program. Solutions suggested in the study are applicable to the teaching and learning context in Minh Khai Primary 1 school only. 5, Significance of the study The textbook Practice Maths 1 has been used to teach Maths through English to 1* graders of the Bilingual Program in Minh Khai 1 primary school for 3 years now, but there has never been any study on this teaching practice, despite certain facts about the shortcomings of the hook and the teaching-Maths-throngh-Rnglish program. This study is therefore conducted as the first vllort to cheek the appropriateness of Practice Maths 1 to the teaching context in Minh Khai | Primary school, the effectiveness of using this textbook, the difficuliics that teachers and students are facing in the program, and to suggest some solutions to these problems.
Methods of the study ‘This study is conducted using descriptive and analytic methods, with survey questionnaires as the data collecting instruments. In general, the analysis and arguments in the thesis is based on qualitative explanation and reasoning. The Data Collection Instruments `. Data Callection Procedure i6 2.
Data analysis of the teachers’ XIV) questionnaire " : 16 2.2, Data analysis of students’ survey questionnaire 35 Chapter 3: Major findings anil Discussion 30 3. Research question 1: ‘fo what extend is the textbook Practice Maths 1 used to teach first graders at Minh Khai 1 primary school? 31 3.
