(Luận văn thạc sĩ) an investigation into the opportunities and challenges of teaching maths to the primary school students through english

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

PHAM THANH LOAN

AN INVESTIGATION INTO THE OPPORTUNITIES AND
CHALLENGES OF TEACHING MATHS TO THE PRIMARY
SCHOOL STUDENTS THROUGH ENGLISH

(Nghiên cứu những cơ hội và thách thức trong việc dạy Tốn cho học sinh tiểu
học thơng qua bộ mơn Tiếng Anh)

M.A MINOR THESIS (Type I)
Field: English Teaching Methodology
Code: 8140231.01

Hanoi - 2019


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

PHẠM THANH LOAN

AN INVESTIGATION INTO THE OPPORTUNITIES AND
CHALLENGES OF TEACHING MATHS TO THE PRIMARY
SCHOOL STUDENTS THROUGH ENGLISH

(Nghiên cứu những cơ hội và thách thức trong việc dạy Tốn cho học sinh tiểu
học thơng qua bộ mơn Tiếng Anh)

M.A MINOR THESIS (Type I)
Field: English teaching methodology
Code: 8140231.01
Supervisor: Assoc. Prof. Dr. Lê Văn Canh

Hanoi – 2019
ii


DECLARATION

I HEREBY CERTIFY THAT THE STUDY PROJECT REPORT
SUBMITTED ENTITLED

An investigation into the opportunities and challenges of teaching Maths
to the primary school students through English

IS MY OWN STUDY IN THE FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF ARTS

Ha Noi, 2019

Pham Thanh Loan

iii

ACKNOWLEDGEMENTS
I would like to express my gratitude to all people who has given me
great supports during my MA course and in the completion of my study.
First of all, I would like to express my deep gratitude to my supervisor,
Assoc. Prof. Dr. Le Van Canh, for his advice, guide, encouragement and
supervision throughout the study.
I also would like to thank to all my lectures who have taught
QH2017.D1 for their lectures as well as their enthusiasms during the MA
course.
Moreover, I wish to express my special thanks to two teachers and
seventy-five students at grade 5 in Lao Cai city in contributing to the data
collection presented in the research.
Finally, I would like to express my thanks to my family, my colleges
for their encouragements during my time of fulfilling this study.

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ABSTRACT
The study was conducted with an attempt to examine the reality of integrating
Maths into English to primary school students in order to explore how a CLIL
program was implemented in Lao Cai primary schools, investigate the
teachers‟ perceptions of the advantages and challenges of integrating Maths
into English according to teachers‟ view and explore the students „attitudes
towards the integrating Maths into English program.
The subjects involved in the study are two English teachers and seventy-five
students at grade 5 chosen at random from two classes. The data were
collected from classroom observation, teachers‟ interviews and questionnaires
for students. The results of the study have shown that how the implementation

of CLIL in integrating Maths into English, the opportunities and challenges in
teaching process according to teachers‟ view as well as students‟ attitudes
towards the program.

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TABLE OF CONTENTS
DECLARATION ........................................................................................... iii
ACKNOWLEDGEMENTS ...........................................................................iv
ABSTRACT ..................................................................................................... v
TABLE OF CONTENTS ...............................................................................vi
LIST OF ABBREVIATIONS..................................................................... viii
LIST OF CHARTS AND FIGURES ............................................................ix
PART I: INTRODUCTION ........................................................................... 1
1. RATIONALE ........................................................................................................................ 1
2. AIMS OF THE STUDY ....................................................................................................... 2
3. RESEARCH QUESTIONS.................................................................................................. 2
4. SCOPE OF THE STUDY .................................................................................................... 2
5. METHOD OF THE STUDY ............................................................................................... 3
6. SIGNIFICANCE OF THE STUDY .................................................................................... 3
7. STRUCTURE OF THE THESIS ........................................................................................ 3

PART II: DEVELOPMENT .......................................................................... 5
CHAPTER 1: LITERATURE REVIEW ............................................................................... 5
1.1. What is CLIL? ..................................................................................................................... 5
1.2. The principles of CLIL ........................................................................................................ 7
1.3. Core features of CLIL methodology ................................................................................... 8
1.4. The impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching and
learning the second language ...................................................................................................... 9

1.5. The differences between teaching English as a medium of instruction (EMI) and Content
based instruction (CBI)............................................................................................................. 10
1.6. Previous studies on CLIL .................................................................................................. 11
1.7. Summary ........................................................................................................................... 14
CHAPTER 2: METHODOLOGY ........................................................................................ 14
2.1. Introduction ....................................................................................................................... 14
2.2. The context of the study .................................................................................................... 14

2.2.1. An overview of the course ............................................................................. 14
2.2.2. The teachers ................................................................................................... 16
2.2.3. The students ................................................................................................... 17
2.3. Participants ........................................................................................................................ 18
2.4. Data collection instruments ............................................................................................... 18

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2.4.1. Classroom observation .................................................................................. 18
2.4.2. Questionnaires ............................................................................................... 19
2.4.3. Interviews ...................................................................................................... 20
2.4.4. Procedure ....................................................................................................... 21
2.5. Data analysis...................................................................................................................... 22
2.6. Summary ........................................................................................................................... 22
CHAPTER 3. FINDINGS AND DISCUSSION ................................................................... 23
3.1. The implementation of CLIL in integrating Mathematics into English to primary school
students ..................................................................................................................................... 23

3.1.1. The teachers’ preparation for the lessons ..................................................... 23
3.1.2. Teachers‟ practices in CLIL class ................................................................ 24
The use of mother tongue (L1) ............................................................................ 25

Teaching new Maths vocabulary and grammar in context .................................. 27
Teaching Mathematics Rules............................................................................... 30
Using real-life examples ...................................................................................... 32
3.2. The opportunities and challenges of integrating Maths into English to primary school
students according to teachers „views ...................................................................................... 35

3.2.1. The opportunities of integrating Maths into English to primary school
students .................................................................................................................... 36
3.2.2. The challenges of integrating Maths into English to primary school students
................................................................................................................................. 37
3.3. Students‟ attitudes towards to the CLIL program ............................................................. 39

3.3.1 Students‟ interests in learning the program .................................................... 39
3.3.2. The advantages of integrating Maths into English according to students‟
views ........................................................................................................................ 41
3.3.3. Problems in integrating Maths into English ................................................. 43
3.4. Summary ........................................................................................................................... 44
CHAPTER 4: CONCLUSION .............................................................................................. 45
4.1. Summary and conclusion .................................................................................................. 45
4.2. Pedagogical implication for integrating Maths into English to primary school students . 46
4.3. The limitation of the study ................................................................................................ 47
4.4. Recommendations for further related studies .................................................................... 47

REFERENCES ................................................................................................ I
APPENDICES .............................................................................................. III
APPENDIX A: Transcripts of Lesson 1 ............................................................................. III
APPENDIX B: Transcripts of Lesson 2 ............................................................................ VII
APPENDIX C: Transcripts of Lesson 3 ..............................................................................XI
APPENDIX D: Transcripts for lesson 4 ........................................................................... XIV
APPENDIX E: Questionnaires for students .................................................................... XVI

APPENDIX F: Questions for teachers’ interviews ........................................................... XX

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LIST OF ABBREVIATIONS
CBI:

Content-based instruction

CLIL:

Content and Language Integrated Learning

EMI:

English as a medium of Instruction

MOET:

Ministry of Education and Training

L1:

Mother tongue

Ss:

Students

T1:

The first teacher

T2:

The second teacher

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LIST OF CHARTS AND FIGURES
Chart 1: Students‟ interests in integrating Maths into English program
Chart 2: The benefits of integrating Maths into English program
according to students‟views
Chart 3. The problems in learning process
Firgure 1. Integrating Maths into English program is exciting and useful
Firgure 2. Collecting and solving Maths words problems
Firgure 3. Comprehending the knowledge of Maths

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PART I: INTRODUCTION
1. RATIONALE
Many countries have attached special importance to the quality of teaching
and learning English as a foreign language or the second language since
English is a means of international communication and becomes dominant in
many different fields including business, culture and education. Therefore,
teaching and learning English play a vital role in the education system in

many parts of the world. The Vietnamese ministry of Education and Training
(MOET) has implemented different projects such as the National Foreign
Language 2020 projects to enhance the language competence of teachers and
learners. As a result, the Content and Language Integrated Learning (CLIL)
program including integrating mathematics, science into English has been
implemented in Vietnam and attracted much public attention. Students not
only improve their language competence but also broaden their knowledge of
other subjects like mathematics, science. However, both teachers and learners
have faced many challenges such as the qualities of teachers, the lack of
materials in the implementation of CLIL program in educational curriculum.
Lao Cai has implemented the CLIL program in integrating mathematics into
English for primary and secondary schools since 2016. The CLIL program
has received many supports from Lao Cai department of Education and
Training, schools, teaching staffs, students and students‟ parents. However,
only ten out of twenty - two primary schools have been teaching Maths
through English to primary school students because other schools do not how
to integrate Maths into English to teach primary students as well as the
advantages and disadvantages of integrating Maths into English to primary
school students. Normally, both teachers and This study is to investigate how
CLIL program was implemented in Lao Cai primary schools and finds the

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advantages and disadvantages of CLIL programs according to teachers‟views
and students‟attitudes towards the program.
2. AIMS OF THE STUDY
This study will examine the reality of integrating Maths into English to
primary school students in order to
 Explore how a CLIL program was implemented in Lao Cai primary

schools.
 Investigate the teachers‟ perceptions of the advantages and challenges of
integrating Maths into English?
 Explore the students‟attitudes towards integrating Maths into English
programs?
3. RESEARCH QUESTIONS
The study will answer three research questions:
1. How is CLIL program implemented in integrating Maths into English in
Lao Cai primary schools?
2. What are advantages and disadvantages of integrating Maths into English
according to teachers „views?
3. What are students „attitudes towards the program?
4. SCOPE OF THE STUDY
The implement of CLIL program in integrating Maths into English has been
carried out ten primary schools with over fifty classes from grade 1 to grade 5
in Lao Cai. However, the study limits itself to the investigation of the reality
of integrating Maths into English through CLIL approach for two classes at
grade 5 from two primary schools because of the limitation of time.

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5. METHOD OF THE STUDY
The study primarily adopted a survey method, according to which the study
was conducted in three phases. In the first phase, classroom observation was
undertaken. In the second phrase, two language teachers, who were
implementing the program, were interviewed concerning their perception of
the advantages and disadvantages of integrating Maths into English lessons
for grade 5 students. This was followed by the administration of a
questionnaire to the students in the third phase. The study also looks into the

teachers‟ and students‟ attitudes towards the program.
6. SIGNIFICANCE OF THE STUDY
Only ten out of twenty-two primary schools have been applied CLIL program
in integrating Maths into English to primary school students because many
teachers do not really know how to integrate Maths into English to primary
school students as well as the opportunities and challenges of the teaching
process. Moreover, students are interested in integrating Maths into English,
some parents asked teachers about the program, but some teachers can not
convince students‟ parents. Therefore, the study may be useful for teachers
who want to know CLIL program in Lao Cai.
7. STRUCTURE OF THE THESIS
The thesis is composed of three main parts: Introduction, development and
conclusion.
The introduction includes the rationale, the aims, the research question, the
scope, and design of the thesis.
The development has three main chapters:
Chapter 1: Literature Review - The researcher will mention relevant studies
related to CLIL programs including the notions of CLIL program, the
principles of CLIL programs, core features of CLIL methodology, the
impacts of teachers‟ beliefs and students‟ attitudes on the process of teaching
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and learning the second language, the distinction between English as a
medium of Instruction (EMI) and content-based construction, the strengths
and weaknesses of implementing CLIL in teaching content subjects, the
factors leading to successful CLIL program as well as the common barriers
on the road to successful CLIL practice.
Chapter 2: Methodology - The researcher introduces the context of the study
and describes the methodology employed in the study, research procedures

and the participants, instruments and the research procedures.
Chapter 3: Findings and discussion – The study presents and discusses the
findings that arise from the data collected and recommendations.
Chapter 4: Conclusion - The researcher gives a brief summary of the content
of the study. The researcher presents the pedagogical implication, the
limitation of the study and recommendation for further studies.

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PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
At the beginning of this chapter, the researcher will discuss the notions and
the principles of CLIL, core features of CLIL methodology. Secondly, the
researcher mentioned the impacts of teachers‟ beliefs and students‟ attitudes
on the process of teaching and learning the second language. Next, she
distinguishes between using English as a medium of instruction (EMI) and
content-based instruction (CBI). Finally, she presents some previous research
related to CLIL program to point out the strength and weakness of CLIL and
the factors leading to success of CLIL programs as well as common barriers
on the road to successful CLIL practice.
1.1. What is CLIL?
Some authors state that the first known CLIL practice was appeared over
5000 years ago. After conquering the Sumerians, Sumerian was used as a
medium of instruction to teach other subjects such as theology, botany and
zoology. The value of multilingual or bilingual education are acquired
profoundly in recent centuries in Europe, therefore many students are sent to
abroad for studying in private schools. In 1965, the authorities of Canadian
established a language-immersion program that teaches English-speaking
children all subjects in French. The globalization promoted the rise of CLIL

in Europe and Asian in recent centuries. Integrated learning is considered as a
modern form of education in order to help learners have better knowledge and
skills to satisfy with the global age (Peeter, Marsh & Frigols, 2008, p9-p11).
The term CLIL is defined as “a dual-focused educational approach in which
an additional language is used for the learning and teaching of both content
and language” (Peeter, Marsh & Frigols, 2008, p9). CLIL is used to describe
teaching and learning content subjects in a second language. Similarly, CLIL
5


is the combination of content and language in a subject. For example,
Malaysian children learn Maths and science in English, Norwegian students
learn to do drama in German, Italian students learn science in French,
Japanese children learn geography in English, Australians study Maths in
Chinese. Children in some big cities in Vietnam learn Maths and Science in
English. The current CLIL is considered as a result of complex historical
factors of each part in the world. Dale (2011, p19-21) mentioned that CLIL
was effected by bilingualism, second language acquisition theories, cognitive
learning theories and constructivism.
The CLIL strategy calls on both language teachers and content teachers in
CLIL programs. Content teachers instruct students master the content and
teach some languages. Language teachers support content teachers in
teaching process by assisting learners in obtaining linguistic knowledge and
strengthen the acquisition of content. Therefore, CLIL is integration of
language learning and content from other subjects. Firstly, this integration
focus on language learning in content classes including mathematics, science,
geography, computer programming, ect. Language learning in content classes
is used to provide information in interesting manner in order to help learners
understand easily. The common CLIL techniques are “Chart, diagrams,
drawing, hands-on experiments and the drawing out of key concepts and

terminology” (Peeter, Marsh & Frigols, 2008, p11). Secondly, language
teachers cooperate with content teachers to provide the language and
discourse patterns for students to understand and use the content. Language
teachers play a role in helping students enhance the quality of their language
rather than content teachers. Therefore, in CLIL, language goals support
content goals. In addition, the achievements of content language purposes are
supported by the development of learning skills. In short, the CLIL goals are
related to the goals of content, language and learning skills (Peeter, Marsh &
Frigols, 2008, p11-12).Besides, the term of teaching Maths through English is
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considered as a branch of integrating Maths into English. It consists of
teaching a curricular subject through the medium of language other than that
which is normal used. Therefore, students gain the knowledge of the
curriculum subject while simultaneously learning and using the foreign
language.
1.2. The principles of CLIL
According to Coyle (1999), the CLIL is defined through the 4Cs framework
including content, cognition, communication and culture.
Content: Content is related to the community inside and outside the
classroom. Students not only acquire knowledge and skills but also construct
their own knowledge and develop their skills through experimental activities.
Moreover, content from diverse subjects is integrated and culture content is
integrated into all subjects.
Cognition: content and cognition (learning and thinking) have closed
relationship. Content must be interpreted for its linguistics demands so that it
allows the learners to build their own explanations of content. Also, cognitive
processes need to be analyzed according to their linguistics demands.
Communication: students join in activities and communication in the

classroom and in the community. The learners need to be learned language
related to the language context so that they learn through that language and
reconstruct the content. This language must be transparent and accessible.
Interaction in the learning context is foundation to learn. This makes sense
when the learning context works through a foreign language.
Culture: cultures and language are related together in complex relationship.
Intercultural awareness is considered as the foundation of CLIL. Its legal
position is at the core of CLIL.
Through the 4Cs framework, Coyle (1999; 2005; Coyle, Hood, & Marsh
2010) indicates that the requirement of the leaning of a foreign language for
the future is that the learners may control content-oriented information and
7


use their cognitive skills to make use of that information and they also can
interact effectively across cultures.
1.3. Core features of CLIL methodology
Mehistor, Marsh and Frigols (2008) demonstrated six core features of CLIL
methodology including multiple focus, safe and enriching learning
environment, authenticity, active learning, scaffolding and co-operation.
Multiple focus: CLIL supports language teaching and content learning in
content classes, integrate several subjects, organize learning through crosscurricular themes and projects as well as support reflection on learning
process.
Safe and enriching learning environment: CLIL use daily activities and
discourse, illustrate language and content throughout classroom, make
students be confident to experiment with language and content, utilize
classroom learning, conduct authentic learning materials and environments
and enhance students‟ awareness of language.
Authenticity: CLIL permits learners ask for the language help they need,
make the accommodation of student interests as large as possible, make

connection between learning and students‟ real life, connect with other CLIL
teachers and use varied materials from the media and other sources.
Active learning: CLIL helps students communicate more than their teachers.
Moreover, learners can help set content, language and learning skills
outcomes. Students also evaluate progress in achieving learning outcomes.
Next, students are expected to favor peer co-operative work, negotiate the
language and contents with their friends. Finally, teachers play a role as
facilitator.
Scaffolding: CLIL methodology builds on a student‟s existing knowledge,
skills, attitudes, interests and experience. CLIL repackage information in
user-friendly ways, respond to different learning styles, and promote the
growth of creative and critical thinking.
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Co-operation: CLIL and non-CLIL teachers collaborate together in planning
courses, lessons or themes. Also, CLIL involve parents in learning about
CLIL and how to support students and involve the local community,
authorities and employers.
1.4. The impacts of teachers’ beliefs and students’ attitudes on the
process of teaching and learning the second language
Li (2012) remarked that beliefs play a key role in language. They help people
make sense of the world, impact on how new information is comprehended
and whether it is accepted or rejected. Beliefs make a portrait of memories
and adjust our understanding of occurrences. Teachers‟ beliefs are important
elements to comprehend the processes of teachers‟ thoughts and teaching
methods (Zheng, 2009). Teachers‟ beliefs have greater impacts than teachers‟
knowledge on making lesson plans and their decision on classroom practice.
Teacher‟s beliefs have remarkable impacts on their objectives, their produces,
their roles in teaching process and their learners (Harste and Burke , 1977).

According to Ellis (1985), there are many general factors effecting learning
second language including motivation, attitude, age, aptitude, intelligence,
cognitive styles and personality. Attitudes were defined as sets of beliefs
about factors as the target language, their own culture and the learning task.
Language attitudes are the attitude which speakers of different language have
towards other languages or to their own language. Expression of positive or
negative attitudes towards a language can express the impression of
linguistics difficulty or simplicity, ease or difficulty of learning, degree of
important, ect. (Richard,1985). Attitudes were classified three types including
attitudes toward the community and people who speak second language,
attitudes towards learning and language concerned, attitude languages and
language learning in general. It is also important to know how students feel
about learning a particular language in a particular course with particular
teachers (Ellis, 1985). In short, the study was conducted to contribute
9


teachers‟ beliefs on benefits and challenges of integrating Maths into English
to primary school students and students‟ attitudes towards the program to the
literature.
1.5. The differences between teaching English as a medium of instruction
(EMI) and Content based instruction (CBI)
English is not only taught as second language in many countries in the world,
it has been used to teach other academic subjects such as mathematics,
science, geography and economics and English is known as a medium of
instruction (EMI). Julie Dearden, the head of English Medium Instruction at
the University of Oxford‟s Hertford College, defined EMI as: “The use of
English language to teach academic subjects in countries or jurisdiction
where the first language (L1) of the majority of population is not English”.
English is used as a means of teaching academic subjects such as

mathematics, science, biology and medicine in countries where English is not
the first language (L1). Two main approaches supporting for the adoption of
EMI are the communicative approach to language teaching (CLT) and the
content language integrating learning (CLIL) (Hassan 2015). Firstly, the
communicative approach to language teaching pointed that it is necessary for
learners to interact in a language frequently if they desire to learn it (Holiday
1994). Based on this approach, the success of language acquisition process is
communication and interaction in meaningful contexts. The use of English
instead of the mother tongue as a medium of instruction can let students have
opportunities to use English everyday basic and in a wide of communicative
situations with other students, teachers, administrators and advisors in
meaningful and authentic contexts (Belhiah, Elhami 2015). Secondly, EMI is
considered in relation to Content Language Integrated Learning (CLIL) by
applied linguists. The CLIL is one of the language teaching methodologies
that subjects are taught through a foreign language with the aims of learning
contents and foreign language ( Marsh, 1994).CLIL is the teaching of the
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subjects such as science, geography or history through English to learners
who do not speak English as the first language. Dearden (2015) states the
conceptual separation between EMI and CLIL. Whereas EMI has no specific
contextual origin, CLIL originated in European ideas for the development of
plurilingual and pluricultural competence for European citizen. Also, the
language of education in EMI with all the implications of geopolitics and
social culture is English but CLIL does not mention which second language
or foreign language are to be studied in. The objective of CLIL focuses on
both content subject learning and acquisition of language (Coyle, 2002; Darn,
2006) when it is not necessary for EMI to have that objective.
The term of CBI came up from mid-to-late 1980s because of Canada French

immersion programs and bilingual education for immigrants in the United
States. CBI attracted much attention in secondary schools and universities in the
North of American since they helped foreigner students adapt the matter of
education quickly. The term of CBI is defined as: “an integrated approach to
language instruction, drawing topics, text, and tasks from content or subject
matter classes, but focusing on cognitive, academic language skills” (Crandall &
Tucker, 1990, p. 83). CBI is an effective method to support students‟ success by
engaging with content-source and improving their language abilities at the same
time (Mesureur, 2012, p. 71). The aim of CBI is to help the learners enhance
their content knowledge and improve their language competence (Butler, 2005,
p.229). In CBI lessons, the language lessons are combined with stimulating
contents, students focus on subject matter rather than the language learning
process and they learn language automatically.
In short, while EMI focuses on content learning only, CBI helps the learners
both master their content knowledge and enhance their language competence.
1.6. Previous studies on CLIL
A number of studies have been conducted about CLIL in different contexts.
These studies showed both positive and negative effects of the
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implementation of CLIL in teaching some academic subjects through a
foreign language. CLIL has been implemented to teach some subjects in
education curriculum in many countries over the world such as teaching
Maths and science in English in Malaysia. CLIL has been used for Norwegian
students to do drama in German. Also, students in Italia learn science in
French, students in Japan learn geography in English and Australian students
study Maths in Chinese. In this part, the researcher will mention some
previous research of CLIL to investigate the strength and weakness of the
implement CLIL in teaching content subjects and also explore the factors

leading to the success of CLIL as well as some common potential barriers on
the road to successful CLIL practice.
*The strength and weakness of CLIL program in teaching content subject
A study of the teaching science through English in Malaysia conducted by
Sopia Md Yassin, Ong Eng Tek, Hashimah Alimon, Sadiah Baharom, Lai
Ying Yin (2010) showed the opportunities and the challenges of the
implementation of CLIL in teaching science in English. The research showed
that the teachers‟ questioning strategies fostered cognitive engagement of the
students at different cognitive level in the teaching Science through English.
However, the findings of the research indicate that where teacher talk was
dominated than students‟ responses in the class. If this problem was
addressed, it could lead to extremely consequences including students‟
learning and understanding of science concepts since students do not have
many opportunities to ask questions and express their thoughts in the class.
Among the studies on the impacts of CLIL instruction of learners‟ skills
(Jexenflicker &Dalton-Puffer,2010; Ruiz de Zarobe, 2010), some of them
showed the positive impacts on linguistic outcomes. According to Dalton- Puffer
(2011), students are better at language performance, they use a foreign language
more accurately and frequently. Moreover, learners enhance particular strategies
including code-switching to keep on interacting in CLIL classes.
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*Some factors leading to the success of CLIL
Banegas,(2015) indicated some factors leading to the success of CLIL.
Firstly, CLIL should be implemented when learners have already known
“some English” or learners have developed their basic language skills. Also,
the CLIL curriculum should be based on learners‟ prior experiences.
Moreover, the modules of CLIL should be make links between CLIL and the
official curriculum.

*Some common possible obstructions of CLIL program
Mehisto, Marsh, Frigols (2008) mentioned some common potential barriers
on the road to successful CLIL practice. The major obstacle to CLIL is to
grapple with misconceptions. Firstly, common sense says that it was not
possible for students studying in the second language to learn the same
amount of contents as students studying in their mother tongue. In fact, CLIL
students perform as well as or even outperform compared to non-CLIL
students in term of learning contents. Another big misconception of CLIL is
that it is only suitable for the excellent students. However, the results of some
research show that although students in CLIL class have a C- grade average,
they still learn to speak another language and gain social-cultural skills.
Another obstacle of CLIL is the shortage of CLIL teachers. Teacher training
institutions in many countries do not prepare teachers for CLIL. Therefore,
the number of teachers who meet the requirement of CLIL is limited.
Moreover, the shortage of materials is also one of the common obstructions
on CLIL program. Teachers teaching CLIL program need more preparation
time to set contents, language as well as learning skills goals and greater cooperation among teachers. Since CLIL materials are in short supply, teachers
often develop or adapt existing learning resources. In summary, there are
three main barriers on the road to successful CLIL practice including
grappling with misconception, the shortage of CLIL teachers and materials.

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1.7. Summary
This chapter provides a brief review of literature on CLIL program in many
parts of the world. Next chapter presents the study reported in this thesis.

CHAPTER 2: METHODOLOGY
2.1. Introduction

In this chapter, the current of integrating Maths into English in two primary
schools will be taken in close-up and the methodology will be discussed.
2.2. The context of the study
2.2.1. An overview of the course
Integrating Maths into English for primary school students program in Lao
Cai is not an obligatory program. One of the purposes of the program is to
help students practice four skills (listening, speaking, reading and writing) to
deal with different situations, purposes in their life. With the knowledge,
students absorb from the course, they could use English in communicating,
evaluating, analyzing confidently and effectively. Besides, students are also
well-trained to use critical thinking to debate and protect their opinions.
Moreover, students are trained to learn from observing and practice
measuring to guess and experiment all the rules and hypothesis. The
program‟s contents are parallel with the Educational and Training Ministry‟s
program. Mathematics is expected to teach 100% in English which give
students opportunities to apply and use English frequently. The program not
only helps students consolidate, enhance knowledge of Mathematics but also
provide students academic words related to mathematics. Also, students have
opportunities to communicate in English in class. In short, apart from
language proficiency, students are equipped with Maths knowledge, creative
thinking.

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The syllabus of the program consists of 8 units, it covers topics: fractions,
ratios, decimal numbers, measurement, percentage, perimeter and area,
cuboids and cube and speed. The syllabus contains 35 lessons including 24
theoretical lessons, 9 revisions, 2 progress tests and 2 end-term tests.
The following is the description of the course-book currently used in

integrating Maths into English program for grade 5 of primary schools.
The course book title: DIGIMATH 5. The CLIL program has been applying
to teach for primary school students for 3 years. Because the demand of
integrating Maths into English has increased, the content of the program has
changed to adapt in order to fit for students.
The course- book content consists of 8 units:
Unit 1: Fractions. Unit 1 has three lessons including 2 theoretical lessons and
one revision lesson. In unit 1, students learn how to recognize equivalent
factions, proper fractions, improper fractions, mixed fractions; how to convert
between improper and mixed fractions, how to find common denominators
and solve word problems involving calculation fractions and mixed fractions,
how to multiply and divide two fractions.
Unit 2: Ratios. In this unit, students learn how to find the ratios of one value
to the other and solve word problems involving ratios.
Unit 3: Decimal numbers. Students learn how to read and write decimal
numbers, compare decimal numbers using place value.
Unit 4: Measurement. Students will know how to convert between units of
mass, units of length, units of areas, units of time; know how to solve word
problems involving mass units, length units, areas units and time units.
Unit 5: Percentage. In this unit, students will know the relationship between
fractions, ratios and percentages; know how to convert fractions, ratios to
percentages; solve word problems involving percentages.

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Unit 6: Perimeters and Areas. Students will know how to recognize the bases
and the heights of a triangle or trapezium; calculate the area and the perimeter
of these shapes; calculate the areas and the perimeter of a circle.
Unit 7: Cuboids and cubes. In this unit, students will know about the basic

concept about cuboids, cubes, cylinders, spheres; recognize cuboids, cubes,
cylinders and spheres; identify the faces, edges and vertices of a cuboid or
cube, identify the base of a cylinder; know how to find the surface area of a
cuboid or a cube; know how to calculate the lateral and total surface area of a
cuboid or cube, find the volume of a cuboid or cube; solve word problems
involving the surface, the volume of these shapes;
Unit 8: Speed. In unit 8, students know how to find the speed of an object;
know the relationship between speed, distance and time; solve word problems
involving speed.
About lectures, applying hi-tech equipment entirely in teaching helps teachers
prepare lessons, design class activities, and evaluate students‟ studying results
more precise. Moreover, digital lectures system consists of different units.
Each unit has five main parts including warm-up, vocabulary, presentation,
practice and summary. Especially, there are many games in practice part that
attract students to the lesson. Using hi-tech equipment in teaching is regarded
as a great positive effect to catch students‟ attention and make students
engage in class activities productively.
Before starting new school year, teachers are trained to master the aims, the
curriculum, the materials and the methodology of integrating Maths into
English and also they are educated how to use digital lectures system in order
to support for teaching.
2.2.2. The teachers
The teaching staffs of the program consist of 25 teachers aged between 25
and 45 and they are teachers of English. However, the study focuses on only
two teachers with different experience of teaching Mathematics in English.
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