Luận văn thạc sĩ VNU ULIS 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

VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
-----***-----

NGUYỄN THI ̣ 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
(Sử dụng sách giáo khoa “Practice Maths 1” để dạy Toán bằng Tiếng Anh
cho học sinh khối 1 trường tiểu học Minh Khai 1- Khó khăn và một số giải
pháp)

M.A. MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology
Code: 60 14 10

Hanoi - 2013

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VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
-----***-----

NGUYỄN THI ̣ 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
(Sử dụng sách giáo khoa “Practice Maths 1” để dạy Toán bằng Tiếng Anh
cho học sinh khối 1 trường tiểu học Minh Khai 1- Khó khăn và một số giải
pháp)

M.A. MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology
Code: 60 14 10
Supervisor: M.A. Nguyễn Thị Minh Tâm

Hanoi - 2013

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TABLE OF CONTENTS
Certificate of originality of the thesis ………………………………………………

i

Acknowledgements

………………………………………………

ii

Abstract

………………………………………………

iii

Table of contents

……………………………………………....

iv

Abbreviations

……………………………………………....

vii

List of figures

……………………………………………....

viii

List of tables

……………………………………………....

ix

’

PART I: INTRODUCTION

1

1. Rationale

………………………………………………

1

2. Aims of the study

………………………………………………

2

3. Research questions

……………………………………………….

3

4. Scope of the study

………………………………………………

3

5. Significance of the study

...........................................................................

3

6. Methods of the study

………………………………………………

3

7. Organization of the study

………………………………………………

4

PART II: DEVELOPMENT

5

Chapter 1: THEORETICAL BACKGROUND

5

1.1. Content Language Integrated Learning

.........…………………………

5

1.1.1. Overview of Content and Language Integrated Learning………………… 5
1.1.2. Core features of CLIL Methodology

………………………………

7

1.1.3. Why CLIL for youngsters

………………………………

9

1.1.4. CLIL Teacher Competence

…..........................…………..

11

………………………………

13

1.2. Review of related studies

Chapter 2: Research Methodology

2.1. The Current Situation of Teaching and Learning at Minh Khai 1primary

14

school.........................................................................................................……….

14

2.1.1. The Context

…………………………….

14

2.1.2. The Course Objectives

…………………………….

14

2.1.3. The Material Description

…………………………….

14

..……………………………

15

2.2. The research methodology

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2.2.1. The informants

………………………………

15

2.2.2. The Data Collection Instruments

………………………........…

15

2.2.3. Data Collection Procedure

………………………………

16

……………………………..

16

2.3. Data analysis

2.3.1. Data analysis of the teachers’ survey questionnaire ………………

16

2.3.2. Data analysis of students’ survey questionnaire

25

………........…

Chapter 3: Major findings and Discussion

30

3.1. Research question 1: To what extend is the textbook Practice Maths 1 used to teach first
………………………………

graders at Minh Khai 1 primary school?

31

3.2. Research question 2: What are the difficulties that teachers and students face when
………………………………

31

3.2.1. Teachers’ competences

………………………………

31

3.2.2. Teaching and learning facilities

………………………........…

31

using Practice Maths 1

3.2.3. Students’ mixed levels of proficiency in English and their motivation …

32

3.3. Research question 3: What are suggestions solutions to overcome the difficulties in
………………………………

using Practice Maths 1?

32

3.3.1. Modifying the teaching syllabus to fit students’ level and teaching
context............................................................................……………………………

32

3.3.2. Improving the teaching and learning facilities………………………

33

3.3.3. Regrouping students in smaller classes according to students’ level
…………………........................................................................……………

33

3.3.4. Professional development program for teachers.……………………

33

3.3.5.

Adapting

the

textbook

to

fit

students’

levels

and

learning

styles…...................................................................................………………………

34

3.4. Summary

35

………………………………………………….

PART III: CONCLUSION

36

1. Conclusions

………………………………

36

2. Limitations of the Study

….…………………………...

36

3. Suggestions for Further Study

….…………………………...

37

REFERENCES

38

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ABBREVIATIONS

CLIL:

Content and Language Integrated Learning

EBE:

English Bilingual Education

B.A:

Bachelor of Arts

M.A:

Master of Arts

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LIST OF FIGURES

Figure 1: The 4Cs Framework of CLIL (Coyle, 2011)...............................................6
Figure 2: The Language Triptych (Coyle, Hood, Marsh, 2010)...…………………. 7

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LIST OF TABLES

Table 1: Teachers‟ ideas of the implications of using the textbook “Practice Maths 1”
Table 2: The teachers‟ ideas about the focus of the course.
Table 3: Teachers‟ self-evaluation of their training
Table 4: The necessity of being well-trained
Table 5: The teachers‟ ideas on language used in the teaching and learning
Table 6: Teachers‟ self-report on when to use Vietnamese during the lesson
Table 7: Teachers‟ self-reported frequency of using teaching aids in teaching
Table 8: The teachers‟ attitude of students‟ language proficiency levels
Table 9: Teachers‟ perception of the difficult level of the Mathematics vocabulary in the
textbook.
Table 10: Teachers‟ attitude on the effectiveness of teaching English for Mathemetics by
the textbook “Practice Maths 1”
Table 11: Teachers‟ attitude on how to teach the textbook effectively
Table 12: The use of different organization types of classroom activities
Table 13: The design of the activities in the textbook
Table 14: Can students learn English for Maths in Practice Maths 1
Table 15:Teachers‟ difficulties in using the textbook

Table 16: The necessity to teach Maths through English to first graders
Table 17: Teachers‟ preference in choosing the textbook
Table 18:Teachers‟ suggested solutions to overcome their difficulties
Table 19:Students‟ preference for learning English for Maths lessó
Table 20: The number of English for Maths periods per week
Table 21: Do all teachers use Practice Maths 1
Table 22: The language used in the lesson
Table 23: Would students choose the textbook if they are allowed to
Table 24: Teachers‟ use of Vietnamese in English for Maths lesson
Table 25: Vocabulary in Practice Maths 1
Table 26: Students‟ self-report on what they gained after the lesson
Table 27: Students‟ preference of textbook exercises
Table 28: Students‟ preference of learning activities
Table 29: The students‟ affirmation of difficulties

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PART I: INTRODUCTION
1. Rationale
Content and Language Integrated Learning (CLIL) has become the umbrella
term describing both learning 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 involving
the teaching of Maths and Science through English at Grade 1 started in Ho Chi
Minh, the concept of English Bilingual Education (EBE) or the term Content and

Language Integrated Learning (CLIL) was little known. CLIL lessons have only
been described as modern subject lessons like those that could also take place in the
learners‟ mother tongue. The question of the linguistic side of CLIL 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 teaching since it determines 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 affects 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 failure. Thus, 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 textbook 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 not yet achieved. Teachers still find it hard to bridge the gap between
language level of proficiency of first graders and the language proficiency level

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required to do all the tasks and activities in the textbooks. The lack of teacher book
and teaching facilities also poses a big challenge to the quality of teaching and
learning. Though this material has been used at Minh Khai 1 primary school for
several years, no evaluation or consultation has ever been conducted to check its
strengths and weaknesses and to see how well it can suit the desired and attainable
goals of the course. As a teacher of English at Minh Khai primary school, I myself

also use Practice Maths 1 to teach my students Maths through English at their very
first grades; and I therefore have first-hand experience in how hard it is to use the
textbook Practice Maths 1 to teach Maths through English to the first graders in the
school. I am fully aware that, the only way to improve the teaching and learning
quality in the Teach –Maths-through-English program here is to conduct a study on
the real teaching context and the difficulties that teachers and students are facing.
Only when the difficulties are found could solutions to overcome those difficulties
be suggested. For those reasons, the topic “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” was chosen as the theme for my minor
MA thesis.
2. Aims of the study.
The study is carried out with the hope to be some of help to improve the
effectiveness of the teaching other subjects through English at primary school. The
major aims of the study are:
- to explore the context of using the textbook Practice Maths 1 to teach 1st graders at
Minh Khai 1 Primary school
- to investigate the difficulties that teachers and learners are facing with in their
teaching and learning Maths through the textbook Practice Maths 1.
- to suggest some solutions to overcome these difficulties.
3. The research questions

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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
research tries to answer the following questions:
1. To what extent is the textbook “Practice Maths 1” used to teach 1st graders at
Minh Khai 1 Primary school, Thanh Hoa?

2. What are the difficulties that teachers face when using the Practice Maths 1?
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 Minh
Khai 1 primary school, with the use of the textbook Practice Maths 1 in the CLIL
approach only. The study therefore only 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 difficulties that teachers are 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 1st 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 book and the teaching-Maths-through-English
program. This study is therefore conducted as the first effort to check the
appropriateness of Practice Maths 1 to the teaching context in Minh Khai 1 Primary
school, the effectiveness of using this textbook, the difficulties that teachers and
students are facing in the program, and to suggest some solutions to these problems.
6. 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

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questionnaire as the data collecting instrument provides the writer with the

quantitative data needed as the evidence of the real exploitation of the textbook, the
teaching aids and class activities. The quantitative data also play the role of
informing the writer some real-life trends in the attitudes and evaluation of the
informants about related issues. These methods are described in detail in chapter
two.
7. Organization of the study
Besides Introduction and Conclusion, the Development includes 3 chapters:
Chapter 1 – Literature review – provides a theoretical basis for the study: the
approach of Content and Language Integrated Learning (CLIL) with some basic
concepts, features and methodology.
Chapter 2 – Methodology – includes an overview of the approach used in
conducting the study. It also provides a through description of the data collection
procedure as well as the analytical procedure.
Chapter 3 – Major findings and discussion – reports the findings of the
survey and discuss.

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PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. Content and Language Integrated Learning
1.1.1. Overview of Content and Language Integrated Learning
“Content and Language Integrated Learning (CLIL) is a dual-focused
educational approach in which an additional language is used for the learning and
teaching of both content and language” (Coyle, Hood and Marsh 2010:1). CLIL is
generally defined as a pedagogical approach which has a dual (integrated) aim:
learning of the subject matter (content) and learrning of the (second/foreign/target)
language used as the medium for the content. As defined in page 2 of Content and

Language Integrated Learning (CLIL): a Handbook for teachers by Cambridge
ESOL, CLIL can be depicted as follows:
CLIL describes an evolving approach to teaching and learning where subjects
are taught and studied through the medium of a non-native language. The
experience of learning subjects through the medium of a non-native language is
more challenging and intensive as there is more exposure to the language and
learners acquire knowledge and skills in different areas of the curriculum. In
CLIL, learning a curriculum subject in a second, third or sometimes fourth
language involves drawing on effective pedagogical practice from a range of
different educational contexts. Curriculum subjects apart from languages are
taught through the target language […] In Primary contexts, CLIL programmes
are commonly delivered by non-native subject specialists or by English
language teachers.
CLIL aims to create an improvement in both the foreign language and the
non-language area competence, general categories being motivational and cognitive
impact of the positive attitudes triggered by using CLIL, and the linguistic and
methodological utilisation of the non-language content material. It is believed that
content, e.g. mathematics, and a foreign language, e.g. English, can be better

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developed through gradual interplay (25 – 100 % of the content is taught in a
foreign language). (Pavesi et al., 2001)
In CLIL, high quality teaching and learning fit for 21st century classrooms
anywhere

in the world. It is context-embedded, content-driven with clear

pluricultural learning outcomes. It sees language as out greatest learning tool and it
connects learners to the visions and realities of language using for different purposes
at different times. According to Coyle (2005), Cs Conceptual framework consists of
Content – Subject matter, Communication – language learning and using, Cognition
– learning and thinking processes and Culture – developing interculture
understanding and global citizenship.

Fig.1: The 4Cs Framework of CLIL (Coyle, 2011)
The 4Cs framework for CLIL starts with content (such as subject matter,
themes, cross-curricular approaches) and focuses on the interrelationship between
content (subject matter), communication (language), cognition (thinking) and culture
(awareness of self and „otherness‟) to build on the synergies of integrating learning
(content and cognition) and

anguage learning (communication and cultures).

Framed in such a way, CLIL thus unites learning theories, language learning theories
and intercultural understanding.
In the CLIL approach, language is seen as the learning tool which operates in
three ways: OF, FOR, and THROUGH language

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Fig.2. The Language Triptych (Coyle, Hood, Marsh, 2010)
Such an integration in CLIL enables it to motivate both teachers and learners
by integrating content into language, thus develops learners‟ linguistic confidence
and competence, even set the good ground for building global citizenship &

intercultural understanding.
Johnstone and McKinstry (2008) point out some advantages of the CLIL
approach:
 CLIL develops confident learners.
 CLIL enhances academic cognitive processes and communication skills.
 CLIL encourages intercultural understanding and community values.
 Learners become more sensitive to vocabulary and ideas presented in their
first language as well as in the target language.
 Learners gain more extensive and varied vocabulary in the target language
language.
 Learners reach proficiency levels in all four skills of Listening, Speaking,
Writing and Reading.
1.1.2. Core features of CLIL Methodology
Mehisto et al. (2008) summarize six core features of CLIL.

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First of all, CLIL approach makes the teaching and learning a dual-focus,
even multiple-focus process, which at the same time serve more than one function as
follows:
 Supporting language learning in content classes
 Supporting content learning in language classes
 Integrating several subjects
 Organizing learning through cross-curricular themes and projects
 Supporting reflection on the learning process.
Teaching and learning in a CLIL approach can also create a safe and
enriching learning environment by:
 Using routine activities and discourse

 Displaying language and content throughout the classroom
 Building student confidence to experiment with language and content
 Using classroom learning centers
 Guiding access to authentic learning materials and environments
 Increasing student language awareness.
Such a learning environment in turn authenticity to be maximize in different
ways:
 Letting the students ask for the language help they need.
 Maximizing the accommodation of students‟ interests.
 Making a regular connection between learning and students‟ lives.
 Connecting with other speakers of the CLIL language.
 Using current materials from the media and other resources.
Accordingly, students take a self-motivated part in their learning. “CLIL
induces the learner to be more cognitively active during the learning process” (Van

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de Craen, P, Mondt, K, Alain, L and Gao, Y ( 2008). Such a view point is
understandable because:
 Students communication more than the teacher.
 Students help set content, language and learning skills outcomes.
 Students evaluate progress in achieving learning outcomes.
 Favoring peer co-operative work.
 Negotiating the meaning of language and content with the students.
 Teachers acting as facilitators.
The process of teaching and learning is therefore a scaffolding process in the
sense that it builds on a student‟s existing knowledge, skills, attitudes, interests and
experience. In CLIL classes, knowledge, when taught in a foreign language, is

repackaged in user-friendly ways and learners are given chance to work in their
different learning styles. The approach thusfosters creative and critical thinking.
Moreover, it also challenges students to take another step forward in learning and not
just coast in comfort. Marsh (2000) therefore believes that CLIL can also have an
impact on conceptualization – how we think.
CLIL approach is also ideal in developing cooperation between teachers and
learners and among learners. The approach also involve parents, and even local
community, authorities and employers in orienting and supporting students‟ learning.
1.1.3. Why CLIL for youngsters
There are many advantages to the CLIL approach as mentioned above; but the
outstanding advantageous feature that works in educating young learner is: it
develops confident learners and enhances academic cognitive processes and
communication skills. According to Slattery & Willis (2001), characteristics of
young learners (YLs) when acquiring languages can be illustrated in figure below:

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Fig. 3: Characteristics of Young Learners in Language Acquisition (Slattery &
Willis, 2001)
Marsh (2000) sees that, regardless of the differences in how the brain works
as a child grows older and becomes an adult, a key issue in „picking up‟ languages
relates to the opportunities we have for learning languages. This is where CLIL can
be of interest. One reason why very young children seem so good at picking up
language is often to do with the naturalness of the environment around them. A
language classroom, where learners go through the often difficult process of sorting
out sounds, structures, grammar or vocabulary is rarely natural. The language
classroom is essential for the learner to understand the „nuts and bolts‟ of language –

the architectural plans. But there is rarely enough time in the classroom for the
language teacher to go beyond this essential part of the learning process. Learners
need time to build things with the „nuts and bolts‟ – to build the house which they
see in theory on paper. The best way to acquire language is therefore provide them a
chance for natural language acquisition: language is acquired when children learn to
do things, when they learn other subjects using the language. What CLIL can offer to
young learners of any age, is a natural situation for language development which

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builds on other forms of learning. This natural use of language can boost a young
learner‟s motivation and hunger towards learning languages. It is this naturalness
which appears to be one of the major platforms for CLIL‟s importance and success
in relation to both language and other subject learning. Thus far, CLIL is appropriate
for primary education, when students‟ conceptual mapping can be easily built up, so
that what teachers are doing is providing opportunity to learn to “think” in the
language not just to learn about the language itself as the major learning focus. CLIL
enable both subject knowledge and language skills to develop at the same time.
1.1.4. CLIL Teacher Competence
As students learn both the subject knowledge and the language skills in a
CLIL class, teachers have to be generally competent enough to cover the subject
knowledge and skills and their application. CLIL teachers should therefore have a
good command of the target language and resort to the learners‟ mother tongue with
care. For learners, however, code switching is a natural communication strategy, and
teachers should allow it, particularly in the first stages of CLIL. Secondly, teachers‟
task in this field is to flexibly adapt their instructional support bearing in mind that in
order to enable incidental language learning, i.e. language acquisition in the learners,
their main concern should be to scaffold them on their way towards achieving

mathematical competences. Learners, whose attention is focused on the nonlinguistic content, need to have access to spontaneous speech, preferably in an
interactive context.
Thus one of the conclusions, further supported by the experiences from
schools where CLIL is already in operation, is that CLIL calls for an interactive
teaching style. Verbal input should be accompanied with the use of visual and
multimedia aids. Moreover, young learners should be given opportunities to promote
holistic ways of learning and to learn from practical, hands-on experiences.
Language/communication-based competences
Whereas in an English class, communicative competence is the ultimate aim
of teaching, and involves both accuracy and fluency, the main aim of teaching other
languages through English, eg. teaching mathematics through English is to develop

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mathematical thinking. Learning mathematics includes „appropriating ways of
speaking mathematically, that is, learning the language of mathematicians” (Zazkis,
2000). In schools the mathematical language comprises both formal and informal
components.
CLIL teachers should therefore have a good command of the target language
and resort to the learners‟ mother tongue with care. For learners, however, code
switching is a natural communication strategy, and teachers should allow it,
particularly in the first stages of CLIL. Teachers‟ task is to flexibly adapt their
instructional support bearing in mind that in order to enable incidental language
learning, i.e. language acquisition in the learners, their main concern should be to
scaffold them on their way towards achieving mathematical competences. Learners,
whose attention is focused on the non-linguistic content, need to have access to
spontaneous speech, preferably in an interactive context.
Methodology-based competences

Teachers‟ task is to enable students to develop their individually different
process of knowledge building and meaning construction as well as positive attitudes
(De Corte, 2000). Continue with the example of teaching Maths through English
above, it is a common belief that mathematics and languages are difficult subjects.
Therefore, in order to help the learners succeed, it is of the utmost importance for the
teacher to examine and analyse possible barriers that might have a negative impact
on learning. The CLIL teacher should be able to suggest ways how these could be
minimised and use a variety of effective teaching strategies that would help
overcome individual learning difficulties.
Class management competences
Teachers‟ task is to identify and use dual-focused activities which
simultaneously cater for language and content aspects. From the point of view of
class management, a qualified CLIL teacher should be able to decide whether
teaching the whole class, groups, pairs, or individuals is appropriate for particular
learning purposes, should be able to maintain learners´ interest and motivation
through relevant learning opportunities, and to consider time management.

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In summary, CLIL has been proved to be an approach suitable to teach young
learners subjects through the English. The approach has many advantages and it is
quite demanding in terms of methodology and teachers‟ competence requirement.
The approach has been proved to be feasible in European countries for about three
decades now. Though it is quite new and not fully applied in the Vietnamese
teaching context, the approach, with all its features and advantages described, is
applicable in the Bilingual Education Program at Minh Khai Primary school, and it is
being used here.
1.2. Review of related studies

As mentioned in the previous sections, CLIL has long been successfully
applied in European countries, with many research works elaborating on the key
features, the advantages, the possibilities, even the limitations of it like in Marsh
(2000), Pavesi, M. et al. (2001), Coyle, D., Hood, P., Marsh, D. (2010), Mehisto, P.,
Marsh, D., Frigols, M.J. (2008).
In Vietnam, though CLIL has been applied in the so-called Bilingual Education in
some schools in Vietnam, there is, to the best of my knowledge, published works on
the application of CLIL in teaching and learning.
As regards research works in material evaluation, there have been many MA theses
conducted to evaluate the English textbook or the course book being used in
different institutions in Vietnam, but the aim of evaluating a CLIL text book used to
teach Maths through English for first graders at a primary school as set out in this
thesis seems to be the first attempt in the field of CLIL material evaluation. The
writer of the thesis thus choose “Using the textbook Practice Maths 1 to teach
English for Mathematics to first graders at Minh Khai Primary School Difficulties and some suggested solution” as theme of her MA thesis with the hope
to make a new and useful contribution to the development of CLIL in Vietnamese
teaching context.

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CHAPTER 2: THE RESEARCH METHODOLOGY
2.1. The Current Situation of Teaching and Learning English at Minh Khai
primary school
2.1.1. The Context
The study was conducted at Minh Khai 1 primary school, one of the famous
public schools in Thanh Hoa City. In this school, English has always been regarded
as an important subject there. At present, there are four English teachers in the
school, and they are all involved in the Bilingual Program of the school. All teachers

already have B.A degrees in English, but not in young learners education. Most of
them are active, enthusiatic, and full of inspiration for teaching, and most
importantly, they love their students and always try to enhance their teaching quality.
To meet the pressing need of society for future generations who are
competent in using English in both their social life and jobs, in the school year 2009,
Minh Khai 1 primary school piloted an intensive English program at grade 1 with 2
periods (a period lasts 35 minutes) per week. At the start in 2009 with 80 students in
grade 1 participating in the program. This program aims at teaching Maths through
English to first graders, whose levels of proficiency in English are mostly beginners.
2.1.2. The Course Objectives
The main objectives of the course are set out by the leaders and teachers at
Minh Khai 1 primary school as follows:
At the end of the course, students will be able to:
- gradually become familiar with lessons of Maths in English.
- listen and read with comprehension, follow instructions, and solve Maths problems
related to certain basic mathematical concepts like the calculations of additions and
subtraction, comparison between numbers from 1 to 10, and some basic geometrical
representations in English.
- conduct simple oral interactions to learn Maths through English
2.1.3. The Material Description

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The textbook Practice Maths 1 was published by Education Publishing House
of Vietnam in 2009. The book consists of 24 units and 5 Cumulative reviews. Each
unit contains two lessons, both with key concepts and practice. The book is divided
into two big parts for the use in two semesters: the first part comprises 9 units and 2
Cumulative reviews, all of which focus on the numbers from 1 to 10, and some basic

geometrical forms like square, circle and triangle. The second part centers around the
calculations of additions and subtractions within 10.
2.2. The research methodology
With such research questions as just restated, the methodology with the
following steps has been conducted.
2.2.1. The informants
The informants of the study were from two sources: from 80 first grader
students who are involving in the Bilingual program and all of the four English
teachers teaching at Mink Khai 1 primary school.
Eighty students were selected by ramdom to go in for the research and to
participate in the survey questionnaire.
Four English teachers who have been teaching English were invited to take
part in the survey questionnaire. It was hoped that their experience would be useful
for this study.
2.2.2. The Data Collection Instruments
The instruments in this study are questionnaires, which are said to be a
relatively popular instrument to collect data, and especially suitable with large
number of informants. There are two questionnaires used, one is for teachers, the
other is for students. In order to avoid misunderstandings, all the questions for both
teachers and students for the survey questionnaires were written and administered in
Vietnamese.
The questionnaire for teachers consists of 18 items which have been
developed by the researcher based on the review of literature on material evaluation.
The questionnaire mainly aims at surveying the actual use of the textbook Practice

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Maths 1 to teach Maths through English to first graders at Minh Khai 1 primary

school, the difficulties that teachers face when using the textbook in to meet the
objectives of the program in such a teaching context. Some questions in the
questionnaires aim to seek for suggested solutions to overcome the difficulties in
using the textbook. All of the four teachers informants did provide suggested
solutions which are what they have actually piloted in their own classes.
The questionnaire for the students comprises 10 items in which question 1, 2,
3, 4, 5, 7, 10 were the open-ended questions and questions 6, 8 were open questions.
The questionnaire is designed in order to find out the prominent difficulties students
face in learning Maths through English and reflect their attitudes and evaluations of
the learning-Maths-through-English program that they are participating. It was
delivered to 80 students.
2.2.3. Data collection procedure
The questionnaire for the students was administered to 80 students during
their Maths in English lessons. Before the questionnaire was delivered, the reseacher
spent time to explain of the survey questionnaire‟s purpose, the requirement for the
participants and answer any questions made by the particidants. The participants
were also encouraged to ask if there was anything in the questionnaire they did not
understand. Then they were instructed to take as much time as they needed to
complete the questionnaire. The students‟ response rate was 100%.
Differently, the teachers were requested to complete and return the
questionnaires in one week to ensure that they would have enough time to give
detailed and accurate information. There was a return rate of 100% from the
teachers. In brief, there were 80 responses from students and 4 responses from
teachers being coded for statistical analysis.
2.3. Data analysis
In this part, the data collected and analyzed from the questionnaires will be
presented in the forms of tables.
2.3.1. Data analysis of the teachers’ survey questionnaire

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In order to indentify teachers‟ difficulties in using the textbook Practice
Maths 1 to teach Maths in English to the first grader, a questionnaire (see Appendix
1) was delivered to 4 English teachers who have been teaching the Bilingual
program at Minh Khai 1 primary school. This questionnaire consisted of 18
questions with the following categories:
The teachers‟ reflection on the use of textbook Practice Maths 1 to teach

-

English for Mathematics to the first graders.
Teachers‟ report and evaluation of the difficulties that they are facing in

-

using Practice Maths 1 to teach.
-

Suggested solutions from teachers to overcome the difficulties

(i) Teachers’ reflection on the use of Practice Maths 1 to teach first graders
at Minh Khai 1 Primary school

Question 1: What is the main purpose of using the textbook
Practice Maths 1
Help students gradually become familiar with Maths in

No of

%

informants
4

100

1

25

2

50

English
Help students read, write and answer mathematical concepts in
English
Help students know how to use knowledge learned in learning
Mathematics and other subjects.
Table 1: Teachers’ ideas of the implications of using the textbook “Practice Maths
1”
The data in table 1 showed that all the teachers (100%) thought that the
implications of using the textbook “Practice Maths 1” were students‟ familiarity with
Maths in English. Some teachers (50%) thought that using the textbook was to help
students know how to use knowledge learned in learning Mathematics and other
subjects. A minority of teachers (25%) thought that the implications of using the
textbook was to help students read, write and answer mathematical concepts in
English. Therefore, it might be said that the teachers‟ understanding of the

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implications of using the textbook “Practice Maths 1” to teach maths in English to
the students positively affects the lessons. And the implications of using the textbook
“Practice Maths 1” to teach maths in English to the first grader were to help students
familiarize with maths in English.

Question 2: What are the objectives of the course?

No of

%

informants
Teaching Maths

0

0

Teaching English

0

0

Both

4

100

Table 2: The teachers’ ideas about the focus of the course.
Table 2 showed us the results of the teachers‟ ideas about the focus of the
course. It can be seen that most teachers thought that the focus of the course was
teaching both Maths and English. This meant that English teachers have to teach
Maths through English.
Question 3: Did you receive any training in teaching English to No

of %

primary school children before teaching this program?

informants

Yes

1

25

No

3

75

Table 3: Teachers’ self-evaluation of their training
The table revealed that (25%) of the teachers in the survey took the training
before teaching the program, the other 75% did not receive any training in teaching
English to primary school children before taking part in this program.
Question 4: If you choose “Yes”, to question 3, say how useful No
did you find that training to your teaching?

of %

informants

Very useful

0

0

Useful

1

75

Not useful

0

0

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