HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION --------- NGUYEN LE THUY DUONG STUDY HOW ENGLISH PRIMARY EDUCATION STUDENTS RESPOND TO BILINGUAL TEACHING IN GRADE 3 NATURAL SOCIAL SUBJECTS GRADUATION THESIS Primary education Vietnamese Supervisor: Dr. Tran Thi Ha Giang English Supervisor: MA. Nguyen Thi Thu Huyen Hanoi – 2023 HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION --------- NGUYEN LE THUY DUONG STUDY HOW ENGLISH PRIMARY EDUCATION STUDENTS RESPOND TO BILINGUAL TEACHING IN GRADE 3 NATURAL SOCIAL SUBJECTS GRADUATION THESIS Vietnamese Supervisor: Dr. Tran Thi Ha Giang English Supervisor: MA.
Nguyen Thi Thu Huyen Hanoi – 2023 ACKNOWLEDGEMENT First of all, I would like to express my sincere thanks to the teachers in the Pedagogical Faculty, especially the teachers in the Primary Education Department for their enthusiasm, imparting to us the knowledge and experiences in the profession during the time I study at the school so that I can firmly enter the profession. I would like to express my deep gratitude to Dr. Tran Thi Ha Giang – lecturer in primary education, Head of the Faculty of Education for taking the time to wholeheartedly guide, guide and help me to complete my project. Also I would like to express my thanks from the bottom of my heart to MA.
Nguyen Thi Thu Huyen – lecturer in English major, faculty of foreign language for spending time correct my English thesis so that it is reasonable and has a strict meaning. Finally, I would like to thank my family and friends for caring, encouraging and helping me throughout the process of studying and training to become an excellent teacher. During the research process, for many objective and subjective reasons, my thesis course may have some errors and limitations. I look forward to receiving the understanding and comments of teachers, teachers, predecessors and friends to make the thesis more complete.
Thank you very much! Hanoi,. 2023 Student Nguyen Le Thuy Duong DECLARATION OF AUTHORSHIP I hereby declare that the thesis entitled "Research on the response of primary school students to English with bilingual teaching of natural and social subjects in grade 3" is my research work and has been completed. under the guidance of Dr.Tran Thi Ha Giang and MA.Nguyen Thu Huyen All data in the thesis are collected and used honestly as well as fully cited authors, research works. The research results completed in this thesis have not been copied from any other published research or thesis.
2023 Student Nguyen Le Thuy Duong TABLE OF CONTENTS PROLOGUE 1. REASONS TO CHOOSE THE TOPIC. PURPOSE OF RESEARCH. LIMITATIONS AND SCOPE OF RESEARCH.
THE STRUCTURE OF THE THESIS .4 CHAPTER 1 THEORETICAL AND PRACTICAL BASIS 1.1 OVERVIEW OF THE PROBLEM STUDY .1 International studies in bilingual science teaching.2 Vietnamese studies on bilingual teaching, natural and social subjects .2 SOME CONCEPTS RELATED TO THE TOPIC .2 Bilingual teaching concept .3 TEACHING BILINGUAL PROGRAMS IN PRIMARY SCHOOLS IN HANOI …………………………………………………………………………………………11 1.4 PSYCHOPHYSIOLOGICAL CHARACTERISTICS OF PRIMARY SCHOOL STUDENTS .15 CHAPTER 1 SUB – CONCLUSION CHAPTER 2: CURRENT SITUATION OF ENGLISH PRIMARY EDUCATION STUDENTS' RESPONSE TO BILINGUAL TEACHING OF SOCIAL NATURAL GRADE 3 2.1 Current situation of foreign language proficiency of English primary education students ……………………………………………………………………………………….2 Current situation of teaching capacity of English primary education students .3 Current situation of bilingual teaching of Math and Science in English in primary schools in Hanoi .4 Proposing measures to meet and adapt to bilingual teaching of natural and social subjects in primary schools in Hanoi .1 Principles for proposing measures…………………………………………….2 Measures and the relationship between them .39 CHAPTER 2 SUB - CONCLUSION CHAPTER 3: PEDAGOGICAL TESTING OF THE NECESSITY AND FEASIBILITY OF MEASURES 3.1 OVERVIEW OF THE EXPERIMENT PROCESS 3.68 CHAPTER 3 SUB - CONCLUSION CONCLUSIONS AND RECOMMENDATIONS. REASONS TO CHOOSE THE TOPIC In the 4.0 era, the country is in the period of renovation and gradually becoming developed, book innovation play a great role in the development of students today. According to the 2018 Law on Education (amended), the objectives of education are to comprehensively develop moral, intellectual, physical, aesthetic and basic skills, develop personal capacity, dynamism and creativity, form the personality of socialist Vietnamese people and civic responsibility; prepare students to continue their education to higher levels of education. We can see that Nature and Society is a subject that provides students with basic initial understanding of things, phenomenal events in nature, society with relationships in real human life.
However, in addition to changing and developing moral, intellectual, physical, aesthetic and basic skills, in the current time of international integration, these things are not enough for the development of the country. This policy requires young people not only to have a rich and diverse scientific knowledge but also to have adequate foreign languages to be able to meet the diplomatic needs of the country in terms of economy, culture, politics, etc. Therefore, right from the time they are still studying in schools, subjects such as foreign languages, science, arts in the past were considered as secondary subjects, learning to understand more is now gradually focusing and gradually improving the quality of teaching, adding more teaching methods to make the lesson richer. However, we can see that student’s communication in foreign languages is still very poor, the way to put knowledge into the curriculum is not as vivid, attractive and practical as that of developed countries,etc.
So the problem is how do students communicate in a foreign language more frequently? How can foreign languages be integrated into subjects? And how do students access new ways of learning? Currently, bilingual schools and classrooms are developing very rapidly due to the 1 recognition of these urgent issues of society. One of the subjects applied to bilingual teaching is the natural social subject, also known as the science subject taught bilingually English – Vietnamese for two reasons. Firstly, we choose English as the most common language of communication in the world. Secondly, science is a factor that promotes civilization and progress for human life; create many modern equipment to help shorten the process and time to work; improve the knowledge base for humanity and connect more good values.
Therefore, when students learn bilingual English – Vietnamese science, are exposed to scientific knowledge of many countries around the world, expand their understanding and importantly, they have the opportunity to use English in lessons, learn foreign languages with the principle of "Learning by doing". This way of learning aims to overcome the disadvantage of "learning but not using" of a large part of us Vietnamese, bringing English from a foreign language to a second language. In addition , bilingual learning also has many benefits for brain development, helping learners have better memory, better concentration, know how to remove irrelevant information from memory, be able to do better first-language tests, and especially gaining proficiency in both languages. So are the current classes of young teachers, who play an important role in nurturing the country's kindergartens, qualified to conduct bilingual teaching and teaching of social sciences to students? Realizing that this is an emergency issue and will be focused by society and education in our country in the near future, I chose to study the topic "RESEARCH ON THE SATISFACTION OF ENGLISH STUDENTS MAJORED IN PRIMARY EDUCATION TOWARD BILINGUAL TEACHING: A CASE STUDY IN GRADE 3 NATURAL SOCIAL SCIENCE SUBJECTS" with the desire to find out english proficiency as well as respond ability bilingual teaching applications of English primary education students.
PURPOSE OF RESEARCH Analyze the responsiveness of English primary education students in Vietnamese- English bilingual teaching and propose some methods to improve teaching quality as well as apply teaching methods to enrich lessons. Identify factors related to the English language proficiency of primary education students. Survey of English proficiency and responsiveness of students in primary education in teaching bilingual natural social science subject. Testing the necessity and feasibility of measures of some methods to improve English proficiency and bilingual teaching ability.
LIMITATIONS AND SCOPE OF RESEARCH Research is limited to students majoring in English Primary Education. The scope of the study is to delve into the understanding and study of the response level of English Primary Education students in teaching the third grade natural social science subject. RESEARCH METHODOLOGY Theoretical research methods: - Study the materials, the documents; analysis and synthesis of documents; classification, systematization, generalization, etc theoretical documents, research works, related documents for the construction of the theoretical basis of the topic. - Legal documents such as directives, circulars, regulations, guidelines, etc of the Ministry of Education and Training and the Department of Education and Training on professional capacity development and adaptive capacity for teachers.
- Practical experience of scientific researchers and educational managers refers to the management and fostering professional capacity and adaptive capacity for teachers. Methods of analysis and synthesis: studying different documents and theories by analyzing them into parts to deeply understand the object, linking each side, each part of the analyzed information to create a new complete and profound theoretical system about the object. Comparative method: compare one phenomenon or thing with another, to clearly see the similarities and differences. 3 Data method: use the surveyed data to bring objectivity to the research.
THE STRUCTURE OF THE THESIS In addition to the "Introduction", "Conclusion" and "References", the main content of the thesis is presented in three chapters Chapter 1: Theoretical and practical background Chapter 2: Current status of responsivensess of English primary education students in bilingual teaching of grade 3 natural and social subjects Chapter 3: Pedagogical testing of the necessity and feasibility of measures 4 CHAPTER 1 THEORETICAL AND PRACTICAL BASIS 1.1 OVERVIEW OF THE PROBLEM STUDY 1.1 International studies in bilingual science teaching Until today, many studies about bilingual teaching are relatively diverse, complex, etc can be generalized in different approaches. There are several authors who reiterate other directions including: the overall study of the environment; adaptation to a new lifestyle; adapt to the training process of pupils and students; adaptation during apprenticeships; adaptation of professional practice etc. In the overview of this issue, I would like to present the main research directions related to the topic I have proposed: relevant research on bilingual teaching in primary school settings and the responsiveness of teachers. In the book "Foundations of bilingual education and bilingualism" (3rd ed, April 2001) by Colin Baker researches and writes his own arguments about bilingual education in the United States past and present.
He made two points: "First, there are common perception that educational policy is often static, always conservative and very slow to change. The history of bilingual education in the United States tends to falsify and contradict such beliefs. Such history shows that there is constant change, a constant movement in ideas, ideology and impetus. One conclusion is that change will always occur in bilingual – education policy and provision.
Nothing is static. There is no certainly in the future history of bilingual education, only uncertainly and change. Second, the conclusion must not be that bilingual education moves from more positive "golden" times to being dismissed and rejected. The history of bilingual education in the Basque Country and Wales follows a different sequence.
In these countries, bilingual education has moved from being dismissed and suppressed ti considerable expansion. From a time when Welsh was banned in the classroom, there is currently a widespread acceptance and provision of bilingual education in Wales. No univeral patterns of change can or should be deduced from either the United States or the Welsh experience. Such unpredictability provides a challenge to bilingual educatiors." In their article "Bilingualism and language education in French Primary Schools: 5 Why and How should migrant languages be valued?" (May, 2002), authors Christine Helot and Andrea Young write: "While bilingual education programmes in European mainstream languages are becoming increasingly popular in France, the bilingualism of migrant children remains overlooked and is believed by many to delay the acquisition of French.