CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN VIETNAM: CHALLENGES AND SOLUTIONS
Main Article Content
Abstract
Content and Language Integrated Learning (CLIL) has received widespread recognition since it emerged as a response to the call for plurilingualism in Europe during the 1990s. In Vietnam, despite the government’s early introduction of CLIL as part of the National Foreign Language project in 2008, this remains a largely under-developed area. This study explores the perspective of CLIL teachers as regards CLIL education in Vietnam, focusing particularly on the challenges that CLIL teachers face and the current situation of CLIL teachers’ professional learning. Based on a mixed-methods approach that combines survey questionnaires (n=201) and interviews (n=42), the study reveals a wide range of challenges encountering CLIL teachers in their teaching process, much of which is related to a lack of qualified CLIL teacher preparation and professional development. The study proposes viable solutions to support CLIL teachers in the context of Vietnam.
Article Details
Keywords
Content and Language Integrated Learning (CLIL), professional development, Vietnamese teachers
References
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Cammarata, L. & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers, The Modern Language Journal, 96(2), 251-269.
Chính phủ Việt Nam (2008). Quyết định số 1400/QĐ-TTG của Thủ tướng Chính phủ: Về việc phê duyệt Đề án "Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008 – 2020". Truy cập từ trang: https://chinhphu.vn/default.aspx?pageid=27160&docid=7843
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Coyle, D. (2008). CLIL-A pedagogical approach from the European perspective. In H. H. Nancy (Ed.), Encyclopedia of language and education (Vol. 4, pp. 97-111). Berlin: Springer-verlag Berlin.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of applied linguistics, 31, 182-204.
Dan Tri. (2011). Day mon tu nhien bang Tieng Anh: Chua thay huong ra [Teaching natural science subjects in English: Lacking orientation]. Legal News. Truy cập từ trang: https://dantri.com.vn/giao-duc-huong-nghiep/day-mon-tu-nhien-bang-tieng-anh-chua-thay-huong-ra-1301539969.htm
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Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory & practice in language studies, 2(4).
García, O. (2009). Bilingual education in the 21st century : A global perspective. Chicester, United Kingdom: John Wiley & Sons, Incorporated.
Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language Integrated Learning, 4(2), 1-12.
Hoa, T. M. N., Hang, T. T. N., Xuesong, G., Trang, H. H., & Sue, S. (2024). Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses. Language and Education, 38(1), 118–138. DOI: 10.1080/09500782.2023.2260374
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Le, D. M. (2012). English as a Medium of Instruction at Tertiary Education System in Vietnam. The journal of Asia TEFL, 9(2), 97-122.
Marsh, D., Mehisto, P., Wolff, D., & Frígols-Martín, M. J. (2012). European Framework for CLIL Teacher Education. A framework for the professional development of CLIL teachers. Encuentro, 21, 39. doi:10.1017/S0261444811000243
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL content and language integrated learning in bilingual and multilingual education. Macmillan.
Nhan, T. (2013). Promoting content and language integrated learning in gifted high schools in Vietnam: Challenges and impacts. Internet Journal of Language, Culture and Society, 38, 146-153.
Nguyen, L. V., & Ngo, Q. M. H. (2018). English as a medium of instruction: A case study at a gifted high school in Vietnam. Journal of Asia TEFL, 15(4), 1083.
Nguyen, T. B. N. (2019). Content and language integrated learning in Vietnam: evolution of students' and teachers' perceptions in an innovative foreign language learning system. (Doctor of philosophy). Université de Toulouse, Université Toulouse III-Paul Sabatier,
Nguyen, T. B. N. (2019). Content and Language Intergrated Learning in Vietnam: Evolution of Students' and teachers' perceptions in an innovative foreign language learning system. (PhD). Toulouse III - Paul Sabatier University, France.
Obilor, E. I. (2023). Convenience and purposive sampling techniques: Are they the same. International Journal of Innovative Social & Science Education Research, 11(1), 1-7.
Onwuegbuzie, A. J., & Combs, J. P. (2011). Data analysis in mixed research: A primer. International Journal of Education, 3(1), 1-25. doi:10.5296/ije.v3i1.618
Pérez Cañado, M. L. (2018). Innovations and challenges in CLIL teacher training. Theory Into Practice, 57(3), 212-221.Qu, S.Q. and Dumay J., (2011). The Qualitative Research Interview. Qualitative Research in Accounting & Management, 8(3), 238-264.
Pham, P. A., & Unaldi, A. (2022). Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers. International Journal of Bilingual Education and Bilingualism, 25(8), 2918–2932. https://doi.org/10.1080/13670050.2021.1995320
Teddlie, C., & Tashakkori, A. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In A. T. Tashakkori, C. (Ed.), Handbook of Mixed Methods in Social and Behavioral Research (pp. 13-50). Thousand Oaks, CA: SAGE Publications, Inc.
Thai, T. & Phan, T. & Nguyen, N. & Le, B. (2020). Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School. Universal Journal of Educational Research, 8, 8282-8293. 10.13189/ujer.2020.082633.
Thuy, L. (2016). Reconsidering the first steps of CLIL implementation in Vietnam. European Journal of Language Policy, 8, 29-56.
To, T. T. H. (2010). Insights from Vietnam. In R. Johnstone (Ed.), Learning through English: Policies, challenges and prospects. Insights from East Asia (pp. 96-114). Malaysia: British Council.
Vu, N. T. T., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. Journal of Asia TEFL, 11(3), 1-31.
Brüning, C. I., & Purrmann, M. S. (2014). CLIL pedagogy in Europe: CLIL teacher education in Germany. In J. d. D. M. Agudo (Ed.), English as a foreign language teacher education: Current perspectives and challenges (pp. 313-338). Netherlands: Brill.
Cammarata, L. & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers, The Modern Language Journal, 96(2), 251-269.
Chính phủ Việt Nam (2008). Quyết định số 1400/QĐ-TTG của Thủ tướng Chính phủ: Về việc phê duyệt Đề án "Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008 – 2020". Truy cập từ trang: https://chinhphu.vn/default.aspx?pageid=27160&docid=7843
Chính phủ Việt Nam (2010). Quyết định 959/QĐ-TTg phê duyệt Đề án phát triển hệ thống trường trung học phổ thông chuyên giai đoạn 2010-2020. Truy cập từ trang: https://vanban.chinhphu.vn/default.aspx?pageid=27160&docid=95359
Chính phủ Việt Nam (2014). Quyết định 2/2014/QĐ-TTg: Quy định dạy và học bằng tiếng nước ngoài trong nhà trường và các cơ sở giáo dục khác. Truy cập từ trang: https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-72-2014-QD-TTg-day-hoc-bang-tieng-nuoc-ngoai-trong-nha-truong-co-so-giao-duc-khac-260652.aspx.
Chính phủ Việt Nam (2017). Quyết định số 2080/QĐ-TTg của Thủ tướng Chính phủ: Phê duyệt điều chỉnh, bổ sung Đề án dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2017 - 2025. Truy cập từ trang: https://chinhphu.vn/default.aspx?pageid=27160&docid=192343
Coyle D. 2006. Developing CLIL: towards a theory of practice. In: Proceedings of CLIL in Catalonia: From Theory to Practice, APAC Monograph, (6), 5-29.
Coyle, D. (2008). CLIL-A pedagogical approach from the European perspective. In H. H. Nancy (Ed.), Encyclopedia of language and education (Vol. 4, pp. 97-111). Berlin: Springer-verlag Berlin.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of applied linguistics, 31, 182-204.
Dan Tri. (2011). Day mon tu nhien bang Tieng Anh: Chua thay huong ra [Teaching natural science subjects in English: Lacking orientation]. Legal News. Truy cập từ trang: https://dantri.com.vn/giao-duc-huong-nghiep/day-mon-tu-nhien-bang-tieng-anh-chua-thay-huong-ra-1301539969.htm
Eurydice Report. (2006). Content and language learning (CLILL) at schools in Europe. Retrieved from European Commission: https://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf
Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory & practice in language studies, 2(4).
García, O. (2009). Bilingual education in the 21st century : A global perspective. Chicester, United Kingdom: John Wiley & Sons, Incorporated.
Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language Integrated Learning, 4(2), 1-12.
Hoa, T. M. N., Hang, T. T. N., Xuesong, G., Trang, H. H., & Sue, S. (2024). Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses. Language and Education, 38(1), 118–138. DOI: 10.1080/09500782.2023.2260374
Kvale, S. (1996) Interviews. London: Sage.
Le, D. M. (2012). English as a Medium of Instruction at Tertiary Education System in Vietnam. The journal of Asia TEFL, 9(2), 97-122.
Marsh, D., Mehisto, P., Wolff, D., & Frígols-Martín, M. J. (2012). European Framework for CLIL Teacher Education. A framework for the professional development of CLIL teachers. Encuentro, 21, 39. doi:10.1017/S0261444811000243
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL content and language integrated learning in bilingual and multilingual education. Macmillan.
Nhan, T. (2013). Promoting content and language integrated learning in gifted high schools in Vietnam: Challenges and impacts. Internet Journal of Language, Culture and Society, 38, 146-153.
Nguyen, L. V., & Ngo, Q. M. H. (2018). English as a medium of instruction: A case study at a gifted high school in Vietnam. Journal of Asia TEFL, 15(4), 1083.
Nguyen, T. B. N. (2019). Content and language integrated learning in Vietnam: evolution of students' and teachers' perceptions in an innovative foreign language learning system. (Doctor of philosophy). Université de Toulouse, Université Toulouse III-Paul Sabatier,
Nguyen, T. B. N. (2019). Content and Language Intergrated Learning in Vietnam: Evolution of Students' and teachers' perceptions in an innovative foreign language learning system. (PhD). Toulouse III - Paul Sabatier University, France.
Obilor, E. I. (2023). Convenience and purposive sampling techniques: Are they the same. International Journal of Innovative Social & Science Education Research, 11(1), 1-7.
Onwuegbuzie, A. J., & Combs, J. P. (2011). Data analysis in mixed research: A primer. International Journal of Education, 3(1), 1-25. doi:10.5296/ije.v3i1.618
Pérez Cañado, M. L. (2018). Innovations and challenges in CLIL teacher training. Theory Into Practice, 57(3), 212-221.Qu, S.Q. and Dumay J., (2011). The Qualitative Research Interview. Qualitative Research in Accounting & Management, 8(3), 238-264.
Pham, P. A., & Unaldi, A. (2022). Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers. International Journal of Bilingual Education and Bilingualism, 25(8), 2918–2932. https://doi.org/10.1080/13670050.2021.1995320
Teddlie, C., & Tashakkori, A. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In A. T. Tashakkori, C. (Ed.), Handbook of Mixed Methods in Social and Behavioral Research (pp. 13-50). Thousand Oaks, CA: SAGE Publications, Inc.
Thai, T. & Phan, T. & Nguyen, N. & Le, B. (2020). Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School. Universal Journal of Educational Research, 8, 8282-8293. 10.13189/ujer.2020.082633.
Thuy, L. (2016). Reconsidering the first steps of CLIL implementation in Vietnam. European Journal of Language Policy, 8, 29-56.
To, T. T. H. (2010). Insights from Vietnam. In R. Johnstone (Ed.), Learning through English: Policies, challenges and prospects. Insights from East Asia (pp. 96-114). Malaysia: British Council.
Vu, N. T. T., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. Journal of Asia TEFL, 11(3), 1-31.