VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ----------o0o---------- ĐỖ THỊ HỒNG NHUNG AN EXPLORATORY STUDY ON LECTURERS’ APPLICATION OF THE “CONTENT AND LANGUAGE INTEGRATED LEARNING” APPROACH TO TEACH THE SOPHOMORES OF THE INTERNATIONAL STANDARD PROGRAMS AT VNU UNIVERSITY OF ENGINEERING AND TECHNOLOGY (NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN ỨNG DỤNG ĐƯỜNG HƯỚNG HỌC TÍCH HỢP KIẾN THỨC CHUYÊN NGÀNH VÀ NGÔN NGỮ ĐỂ GIẢNG DẠY CHO SINH VIÊN NĂM THỨ HAI HỆ NHIỆM VỤ CHIẾN LƯỢC TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI) MA.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2014 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ----------o0o---------- ĐỖ THỊ HỒNG NHUNG AN EXPLORATORY STUDY ON LECTURERS’ APPLICATION OF THE “CONTENT AND LANGUAGE INTEGRATED LEARNING” APPROACH TO TEACH THE SOPHOMORES OF THE INTERNATIONAL STANDARD PROGRAMS AT VNU UNIVERSITY OF ENGINEERING AND TECHNOLOGY (NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN ỨNG DỤNG ĐƯỜNG HƯỚNG HỌC TÍCH HỢP KIẾN THỨC CHUYÊN NGÀNH VÀ NGÔN NGỮ ĐỂ GIẢNG DẠY CHO SINH VIÊN NĂM THỨ HAI HỆ NHIỆM VỤ CHIẾN LƯỢC TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI) MA.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Hoàng Thị Xuân Hoa HANOI – 2014 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I hereby state that I, Do Thi Hong Nhung, being a candidate for the Degree of Master of Arts (TEFL), accept the requirements of the University relating to the retention and use of M.A Thesis deposited in the library. In terms of these conditions, I agree that the origin of my thesis deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the thesis. Ha Noi, September 15th,2014 Signature Do Thi Hong Nhung i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS This thesis would not have been possible without the guidance and the help of several individuals around me, to only some of whom it is possible to give particular mention here.
I would like to express my appreciation, first and foremost, to my supervisor Dr. Hoang Thi Xuan Hoa, who guided me to develop my study into a practicable frame in the very beginning and offered valuable suggestions while the work was in progress. My thanks also go to all the lecturers of Faculty of Post Graduate Studies at University of Languages and International Studies under Vietnam National University, Hanoi for their inspirational lectures in class, by which I have been motivated to explore some interesting issues concerning English language teaching and learning. I am extremely obliged to a great number of teachers and students in VNU University of Engineering and Technology, without whose genuine encouragement my MA study here is hard to accomplish.
Last but not least I wish to avail myself of this opportunity, express a sense of gratitude and love to my friends and my beloved family for their understanding & endless love through the duration of my studies. ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT Although it is a new phenomenon, the concept of Content and Language Integrated Learning (CLIL) has become one of the major trends in education and research. In Vietnam, CLIL is locally known as English as a medium of instruction (EMI) where content subjects are taught in English. The study presents the results of implementing CLIL approach in a member university under Vietnam National University, Hanoi.
The main objectives of the study were to seek the views of both the teachers and students regarding the teaching and learning of content subjects through English. Survey questionnaires were used as the research instruments. The findings indicated that teachers and students acknowledged the challenges of integrated CLIL and its beneficial role in promoting both the foreign language and content. Therefore, proper English language and CLIL methodology training program should be implemented to the teachers and students in order that they can learn and teach content subjects effectively.
iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS Page DECLARATION. iii TABLE OF CONTENTS. iv LIST OF ABBREVIATIONS. vi LIST OF FIGURES .vii LIST OF TABLES .vii LIST OF CHARTS .vii PART A: INTRODUCTION.
5 CHAPTER 1: LITERATURE REVIEW. Theoretical background of Content and Language Integrated Learning. Overview of Content and Language Integrated Learning. Core features of CLIL approach.
Lesson planning tools. The 4Cs Framework for CLIL. The language triptych. Key competences expected of teachers working with CLIL.
Previous studies relevant to the study. The setting of the study. Data collection instrument. The questionnaires for the students.
The questionnaires for the teachers. 22 CHAPTER 3: FINDINGS AND DISCUSSION. 23 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Data analysis of research question 1.
23 Table 5: Teachers’ perceptions of disadvantages of EMI classrooms. Data analysis of research question 2. Discussion of major findings. Teachers’ and students’ awareness of the application of CLIL approach.
Teacher’s and Student’s perceived advantages in EMI courses. Teacher’s and Student’s perceived disadvantages in EMI courses. The extent to which key features of CLIL were present in the EMI classes. Content-based EAP courses for teachers and students.
CLIL Methodology training for teachers. Bilingual education policy. Summary of the study. Summary of main findings:.
Teachers and students’ opinions regarding the advantages and challenges in the implementation of CLIL approach. Teachers’ and students’ recommendations to improve the teaching of subject through the medium of the English language. Limitations of the study. Recommendations for further study:.
I v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS BICS : Basic Interpersonal Communicative Skills CALP : Cognitive Academic Language Proficiency CLIL : Content and Language Integrated Learning EAP : English for Academic Purposes EFL : English as a foreign language EMI : English as Medium of Instruction FL : The Foreign Language ISP : International Standard Program L1 : The First Language/Mother Tongue L2 : The Second Language SMP : Strategic Mission Program VNU : Vietnam National University, Hanoi VNU-UET : University of Engineering and Technology, under Vietnam National University, Hanoi VNU-ULIS : University of Languages and International Studies, under Vietnam National University, Hanoi vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF FIGURES Figure 1: Coyle’s four Cs framework of key principles. The Language Triptych (Coyle, Hood, Marsh, 2010). 11 LIST OF TABLES Table 1: Teaching subjects through a foreign language in the primary school. 13 Table 2: Teachers’ opinions towards their instruction and their students’ level of attainment.
25 Table 3: Students’ Perceived Advantages of CLIL. 29 Table 4: Students’ Perceived Disadvantages of CLIL. 30 Table 5: Teachers’ perceptions of disadvantages of EMI classrooms. 31 LIST OF CHARTS Chart 1: Students’ level of English proficiency.
23 Chart 2: English skill students want to improve. 24 Chart 3: Teachers’ assessments towards their students’ commands of English. 24 Chart 4: Students’ CLIL Classroom activities in English. 26 Chart 5: Students’ opinions towards language used in the EMI classroom.
27 Chart 6: Teachers’ CLIL Classroom activities in English. 27 Chart 7: Teachers’ perspective on code-switching to Vietnamese. 28 Chart 8: Teachers’ ways to help students understand key terms. 29 Chart 9: Opinions about teacher’s training courses.
32 Chart 10: Students’ recommendations regarding effective EMI practice. 32 Chart 11: Teachers’ recommendations regarding effective EMI practice. 33 Chart 12: Perceived teachers’ needs for CLIL training sessions. 34 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION The initial chapter states the problem and the rationale of the study, together with the aims, objectives and the scope of the whole paper.
Above all, it is in this chapter that research questions are identified to work as clear guidelines for the whole research. Rationale for the study Globalization has given people more access to diverse resources not only financially, but also educationally as well as linguistically. With the tide of globalization, being able to speak English fluently has become a prerequisite to a successful employment opportunity. Nowadays in many countries where English is not the national language, there has been a move towards English – medium instruction in higher education (Hughes, 2008, p.5), especially in East Asia countries such as Viet Nam.
It is more meaningful and fruitful to provide learners with instructions which focus on the integration of both content and language, rather than to teach them separately. “Language is acquired most effectively when it is learned for communication in meaningful and significant social situation” (Genesee, 1994). Therefore, many people hold the view that English-medium instruction would greatly benefit students’ L2 development as well as content knowledge acquisition. One approach, particularly in tertiary education, is through Content and Language Integrated Learning (CLIL) in which “subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language” (Marsh, 2002, p.
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. The approach is based on the well-known assumption that foreign languages are best learnt by focusing in the classroom not so much on language – its form and structure – but on the content through which language is transmitted. Recognizing the benefits above, Vietnam’s Ministry of Education and Training (MOET) issued two declarations in an effort to reform the teaching and learning foreign languages in the national education system (MOET, 2008, 2010).
In the 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com context of Vietnam’s open-door policies attaching the country’s development to English proficiency, the promotion of CLIL took the premier place in the belief that this kind of approach is the best way to improve students’ command of foreign languages without devoting too much time to their teaching. The implementation of English as medium of instruction (EMI) practice in higher education has been adopted in Vietnam National University, Hanoi (hereafter referred to as VNU) in 2008 under the name of International Standard Program (hereafter referred to as ISP) or Strategic Mission Project (SMP). The VNU University of Engineering and Technology (hereafter referred to as VNU-UET) – a member university under VNU has the Bachelor Program in Electronics and Telecommunications Technology and the Bachelor Program in Computer Science which have been selected by VNU to implement this Project. One key feature of the project is that students are trained with curriculum of international standard in English.
The question arises whether English – medium instruction can be used by teachers effectively and successfully. It is certified that teachers are well qualified to teach English as a foreign language (EFL); nevertheless, teachers often find that they have serious limitations when confronted with foreign language teaching integrated with subject teaching. As part of the above mentioned VNU’s project, this thesis concerns about advantages and challenges which CLIL teachers are encountering. Only when the difficulties are found could solutions to overcome those difficulties be suggested.
The question raised here is that how well teachers understand CLIL and that with their degree of such understandings how they implement this approach for their teaching. With this idea, the study investigates the issue from both teachers and students’ perceptions on the implementation of “Content and Language Integrated Learning” approach at VNU University of Engineering and Technology and to find out the extent to which key features of CLIL were presented in the EMI classes.