Universal Journal of Educational Research Vol. 8(12B), pp. 8282 - 8293
DOI: 10.13189/ujer.2020.082633
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Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School

Thanh Van Thai ¹, Thu Hung Phan ^2,*, Ngoc Van Nguyen ³, Binh Thi Le ^4
1 Nghe An Department of Education and Training, Vinh City, Nghe An, Vietnam
² Vinh University, Vinh City, Nghe An, Vietnam
³ Quang Xuong Upper Secondary School No.2, Quang Xuong, Thanh Hoa, Vietnam
⁴ District 1 Department of Education and Training, Ho Chi Minh City, Vietnam

ABSTRACT

The implementation of content and language integrated learning (CLIL) has been enforced by many education systems across the world as a means of improving their foreign language education or strengthening multilingualism in their society. CLIL in the context of Vietnam has recently been promoted as a means of tackling the country's ineffective English language education and upholding its science, technology, engineering, and mathematics fields. This study was conducted to gather information on the teaching of mathematics in English in Vietnamese high schools. Data were collected from a survey and follow-up interviews at 42 high schools across the country. The survey involved 39 school administrators, 78 teachers, and 500 students who had direct experience with teaching and learning mathematics in English while the follow-up interviews were conducted with 14 school administrators and 35 teachers. Statistical analyses performed indicated that CLIL-practising schools in Vietnam performed rather satisfactorily in terms of assessing CLIL learning outcomes and using content and pedagogies appropriate for their CLIL objectives and their school context. CLIL mathematics activities were perceived to be less satisfactory than other CLIL teaching and learning aspects due to practical conditions that constrained the range and diversity of CLIL mathematics activities. Vietnamese schools reported tailoring their CLIL mathematics teaching and learning to suit their particular school settings, which could be seen appropriate at the current early stage of CLIL mathematics implementation in Vietnam. The heavy dependence on foreign-imported curriculum and textbooks, however, still posed challenges in creating meaningful learning outcomes for CLIL students in Vietnam.

KEYWORDS
Content and Language Integrated Learning (CLIL), CLIL Mathematics, Content-based Instruction (CBI), Competency-based Education, Learning Outcomes

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Thanh Van Thai , Thu Hung Phan , Ngoc Van Nguyen , Binh Thi Le , "Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School," Universal Journal of Educational Research, Vol. 8, No. 12B, pp. 8282 - 8293, 2020. DOI: 10.13189/ujer.2020.082633.

(b). APA Format:
Thanh Van Thai , Thu Hung Phan , Ngoc Van Nguyen , Binh Thi Le (2020). Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School. Universal Journal of Educational Research, 8(12B), 8282 - 8293. DOI: 10.13189/ujer.2020.082633.