Study how english primary education students respond to bilingual teaching in grade 3 natural social subjects

We shall argue that language awareness programmes do not have to compete with early foreign language teaching, but can be implemented in a complementary way, to educate children about la

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION

-

NGUYEN LE THUY DUONG

STUDY HOW ENGLISH PRIMARY EDUCATION STUDENTS RESPOND TO BILINGUAL TEACHING IN GRADE 3 NATURAL

SOCIAL SUBJECTS

GRADUATION THESIS Primary education Vietnamese Supervisor: Dr Tran Thi Ha Giang English Supervisor: MA Nguyen Thi Thu Huyen

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION

-

NGUYEN LE THUY DUONG

STUDY HOW ENGLISH PRIMARY EDUCATION STUDENTS RESPOND TO BILINGUAL TEACHING IN GRADE 3 NATURAL

ACKNOWLEDGEMENT First of all, I would like to express my sincere thanks to the teachers in the Pedagogical Faculty, especially the teachers in the Primary Education Department for their enthusiasm, imparting to us the knowledge and experiences in the profession during the time I study at the school so that I can firmly enter the profession

I would like to express my deep gratitude to Dr Tran Thi Ha Giang – lecturer in primary education, Head of the Faculty of Education for taking the time to wholeheartedly guide, guide and help me to complete my project

Also I would like to express my thanks from the bottom of my heart to MA Nguyen Thi Thu Huyen – lecturer in English major, faculty of foreign language for spending time correct my English thesis so that it is reasonable and has a strict meaning

Finally, I would like to thank my family and friends for caring, encouraging and helping me throughout the process of studying and training to become an excellent teacher During the research process, for many objective and subjective reasons, my thesis course may have some errors and limitations I look forward to receiving the understanding and comments of teachers, teachers, predecessors and friends to make the thesis more complete

Thank you very much!

Hanoi, month 2023

Student

Nguyen Le Thuy Duong

DECLARATION OF AUTHORSHIP

I hereby declare that the thesis entitled "Research on the response of primary school students to English with bilingual teaching of natural and social subjects in grade 3" is my research work and has been completed under the guidance of Dr.Tran Thi Ha Giang and MA.Nguyen Thu Huyen

All data in the thesis are collected and used honestly as well as fully cited authors, research works The research results completed in this thesis have not been copied from any other published research or thesis

Hanoi, month 2023

Student

Nguyen Le Thuy Duong

TABLE OF CONTENTS PROLOGUE

1 REASONS TO CHOOSE THE TOPIC 1

2 PURPOSE OF RESEARCH 2

3 RESEARCH TASKS .3

4 LIMITATIONS AND SCOPE OF RESEARCH .3

5 RESEARCH METHODOLOGY 3

6 THE STRUCTURE OF THE THESIS .4

CHAPTER 1 THEORETICAL AND PRACTICAL BASIS 1.1 OVERVIEW OF THE PROBLEM STUDY 5

1.1.1 International studies in bilingual science teaching 5

1.1.2 Vietnamese studies on bilingual teaching, natural and social subjects 6

1.2 SOME CONCEPTS RELATED TO THE TOPIC 7

1.2.1 Responsiveness concept 8

1.2.2 Bilingual teaching concept 9

1.3 TEACHING BILINGUAL PROGRAMS IN PRIMARY SCHOOLS IN HANOI ………11

1.4 PSYCHOPHYSIOLOGICAL CHARACTERISTICS OF PRIMARY SCHOOL STUDENTS 15

CHAPTER 1 SUB – CONCLUSION CHAPTER 2: CURRENT SITUATION OF ENGLISH PRIMARY EDUCATION STUDENTS' RESPONSE TO BILINGUAL TEACHING OF SOCIAL NATURAL

GRADE 3

2.1 Current situation of foreign language proficiency of English primary education students

……… 21

2.2 Current situation of teaching capacity of English primary education students 24

2.3 Current situation of bilingual teaching of Math and Science in English in primary schools in Hanoi 35

2.4 Proposing measures to meet and adapt to bilingual teaching of natural and social subjects in primary schools in Hanoi 37

2.4.1 Principles for proposing measures……… 37

2.4.2 Measures and the relationship between them .39

CHAPTER 2 SUB - CONCLUSION CHAPTER 3: PEDAGOGICAL TESTING OF THE NECESSITY AND FEASIBILITY OF MEASURES 3.1 OVERVIEW OF THE EXPERIMENT PROCESS 3.1.1 Experiment purpose…… ……… 67

3.1.2 Experiment contents……… 67

3.1.3 Experiment time………67

3.1.4 Experiment objects………67

3.1.5 Experiment method………67

3.2 EXPERIMENT RESULTS……….68

CHAPTER 3 SUB - CONCLUSION CONCLUSIONS AND RECOMMENDATIONS 88

REFERENCES 10

PROLOGUE

1 REASONS TO CHOOSE THE TOPIC

In the 4.0 era, the country is in the period of renovation and gradually becoming developed, book innovation play a great role in the development of students today According to the 2018 Law on Education (amended), the objectives of education are to comprehensively develop moral, intellectual, physical, aesthetic and basic skills, develop personal capacity, dynamism and creativity, form the personality of socialist Vietnamese people and civic responsibility; prepare students to continue their education to higher levels

of education We can see that Nature and Society is a subject that provides students with basic initial understanding of things, phenomenal events in nature, society with relationships in real human life

However, in addition to changing and developing moral, intellectual, physical, aesthetic and basic skills, in the current time of international integration, these things are not enough for the development of the country This policy requires young people not only

to have a rich and diverse scientific knowledge but also to have adequate foreign languages

to be able to meet the diplomatic needs of the country in terms of economy, culture, politics, etc

Therefore, right from the time they are still studying in schools, subjects such as foreign languages, science, arts in the past were considered as secondary subjects, learning

to understand more is now gradually focusing and gradually improving the quality of teaching, adding more teaching methods to make the lesson richer However, we can see that student’s communication in foreign languages is still very poor, the way to put knowledge into the curriculum is not as vivid, attractive and practical as that of developed countries,etc So the problem is how do students communicate in a foreign language more frequently? How can foreign languages be integrated into subjects? And how do students access new ways of learning?

Currently, bilingual schools and classrooms are developing very rapidly due to the

recognition of these urgent issues of society One of the subjects applied to bilingual teaching is the natural social subject, also known as the science subject taught bilingually English – Vietnamese for two reasons Firstly, we choose English as the most common language of communication in the world Secondly, science is a factor that promotes civilization and progress for human life; create many modern equipment to help shorten the process and time to work; improve the knowledge base for humanity and connect more good values Therefore, when students learn bilingual English – Vietnamese science, are exposed to scientific knowledge of many countries around the world, expand their understanding and importantly, they have the opportunity to use English in lessons, learn foreign languages with the principle of "Learning by doing" This way of learning aims to overcome the disadvantage of "learning but not using" of a large part of us Vietnamese, bringing English from a foreign language to a second language In addition, bilingual learning also has many benefits for brain development, helping learners have better memory, better concentration, know how to remove irrelevant information from memory, be able to do better first-language tests, and especially gaining proficiency in both languages

So are the current classes of young teachers, who play an important role in nurturing the country's kindergartens, qualified to conduct bilingual teaching and teaching of social sciences to students? Realizing that this is an emergency issue and will be focused by society and education in our country in the near future, I chose to study the topic

"RESEARCH ON THE SATISFACTION OF ENGLISH STUDENTS MAJORED IN PRIMARY EDUCATION TOWARD BILINGUAL TEACHING: A CASE STUDY IN GRADE 3 NATURAL SOCIAL SCIENCE SUBJECTS" with the desire to find out english proficiency as well as respond ability bilingual teaching applications of English primary education students

4 LIMITATIONS AND SCOPE OF RESEARCH

Research is limited to students majoring in English Primary Education

The scope of the study is to delve into the understanding and study of the response level of English Primary Education students in teaching the third grade natural social science subject

 Theoretical research methods:

- Study the materials, the documents; analysis and synthesis of documents; classification, systematization, generalization, etc theoretical documents, research works, related documents for the construction of the theoretical basis of the topic

- Legal documents such as directives, circulars, regulations, guidelines, etc of the Ministry

of Education and Training and the Department of Education and Training on professional capacity development and adaptive capacity for teachers

- Practical experience of scientific researchers and educational managers refers to the management and fostering professional capacity and adaptive capacity for teachers

 Methods of analysis and synthesis: studying different documents and theories by analyzing them into parts to deeply understand the object, linking each side, each part of the analyzed information to create a new complete and profound theoretical system about the object

 Comparative method: compare one phenomenon or thing with another, to clearly see the similarities and differences

 Data method: use the surveyed data to bring objectivity to the research

6 THE STRUCTURE OF THE THESIS

In addition to the "Introduction", "Conclusion" and "References", the main content of the thesis is presented in three chapters

Chapter 1: Theoretical and practical background

Chapter 2: Current status of responsivensess of English primary education students in bilingual teaching of grade 3 natural and social subjects

Chapter 3: Pedagogical testing of the necessity and feasibility of measures

CHAPTER 1 THEORETICAL AND PRACTICAL BASIS

1.1 OVERVIEW OF THE PROBLEM STUDY

1.1.1 International studies in bilingual science teaching

Until today, many studies about bilingual teaching are relatively diverse, complex, etc can be generalized in different approaches There are several authors who reiterate other directions including: the overall study of the environment; adaptation to a new lifestyle; adapt to the training process of pupils and students; adaptation during apprenticeships; adaptation of professional practice etc In the overview of this issue, I would like to present the main research directions related to the topic I have proposed: relevant research on bilingual teaching in primary school settings and the responsiveness of teachers

In the book "Foundations of bilingual education and bilingualism" (3rd ed, April 2001)

by Colin Baker researches and writes his own arguments about bilingual education in the United States past and present He made two points: "First, there are common perception that educational policy is often static, always conservative and very slow to change The history of bilingual education in the United States tends to falsify and contradict such beliefs Such history shows that there is constant change, a constant movement in ideas, ideology and impetus One conclusion is that change will always occur in bilingual – education policy and provision Nothing is static There is no certainly in the future history

of bilingual education, only uncertainly and change Second, the conclusion must not be that bilingual education moves from more positive "golden" times to being dismissed and rejected The history of bilingual education in the Basque Country and Wales follows a different sequence In these countries, bilingual education has moved from being dismissed and suppressed ti considerable expansion From a time when Welsh was banned in the classroom, there is currently a widespread acceptance and provision of bilingual education

in Wales No univeral patterns of change can or should be deduced from either the United States or the Welsh experience Such unpredictability provides a challenge to bilingual educatiors."

In their article "Bilingualism and language education in French Primary Schools:

Why and How should migrant languages be valued?" (May, 2002), authors Christine Helot and Andrea Young write: "While bilingual education programmes in European mainstream languages are becoming increasingly popular in France, the bilingualism of migrant children remains overlooked and is believed by many to delay the acquisition of French

An institutionalised language hierarchy lies all too often unchallenged within the French education system and linguistic policies for primary schools, while trying to develop foreign language learning from the earliest age, fail to deal with the question of minority languages We shall argue that language awareness programmes do not have to compete with early foreign language teaching, but can be implemented in a complementary way, to educate children about language, languages and cultures, thus valuing differences as a source of learning, helping to foster tolerance and fight racism and extending teachers knowledge and understanding of multilingual and multicultural issues."

From the above studies of some of the authors that I have mentioned, I realized that the author has mentioned the concept of bilingual education as well as subjective and objective factors that affect career adaptation as well as the specific effects on the responsiveness of educational students primary education in bilingual teaching natural social science Most of the authors shared a common opinion: bilingual education is very popular in the world and has its own advantages and disadvantages for primary school age, but the advantages are still more so that we delve into bilingual education programs 1.1.2 Vietnamese studies on bilingual teaching, natural and social subjects;

I have systematized the studies of bilingual teaching in primary school subjects in particular and in social sciences in particular as follows:

In the scientific journal of Ho Chi Minh City University of Education, author Tran Trung Hieu has an article "English – Vietnamese Bilingual lessons: A necessary approach

in 10th grade biology teaching in high school", the author writes that: "Organizing Vietnamese bilingual lessons is understood as a teaching method to enrich a foreign language and it is "packaged" in activities dynamically teaching the content of subjects Therefore, it is an effective method to improve students' English proficiency The study

English-identified the current state of the use of English in teaching students to learn in high schools However, teachers rarely use English in teaching activities, students' English ability is very weak Since then, the study has developed procedures for organizing an English-Vietnamese bilingual student lesson and has determined the effectiveness of the processes

in developing students' English proficiency The results show that organizing Vietnamese bilingual lessons in high schools is ineffective and limited This is one of the most important factors causing poor English ability in high school students In addition, the study has also demonstrated that the proposed processes of organizing English-Vietnamese bilingual biology lesson have not only improved students' English ability but also raised the quality of biology teaching in high school Moreover, the study also discovered that in order to organize a Vietnamese bilingual biology lesson more successfully, some factors such as equipments, teaching techniques, practical case studies and student's active motivation In order to partially improve high school students' weakness on foreign language, especially English, the MoET, local Service of Education and Training, each school board and class teachers have to "join hands" in developing the strategy of bilingual teaching The study also calls for young teachers to enthusiastically organize bilingual teaching activities These activities contribute to developing English ability of young generation for international integration purpose

English-Or author Ngoc Bich wrote in the article "Bilingual teaching in primary school", she researched and did a survey, she wrote: "Many people think that learning two languages in parallel at the beginning of class can cause children to be confused, interferes with the formation of reading and writing language However, many studies show that bilingualism offers unexpected benefits According to world statistics, there are more multilingual speakers than there are people who speak a language Children can learn a foreign language very early, even if their parents not speak it Bilingual children develop more social skills from accessing other cultures around the world, flexible communication skills and confident posture, as well as increasing their ability to observe and compare flexibly because they are always translating one language to another When receiving bilingual education, children will be exposed to Native American experts and highly qualified

Vietnamese teachers Learning with native teachers gives children a learning environment and practice their 2nd language At the same time, the follow-up of Vietnamese teachers will more accurately assess and monitor the needs and receptivity of children with the curriculum The educational standard is to be child-centered, with high interaction between students and teachers Native teachers (foreign teachers) will inspire students Vietnamese teachers act as listeners to their aspirations."

Thus, the issue of bilingual education programs in Vietnam has been discussed and studied in recent years Compared to other countries, Vietnam talked about this issue 3 decades later, but research on bilingual education is also interested by many scientists and educators and is expanding The studies contribute to perfecting the theoretical basis of psychological adaptation to have a colorful practical picture of bilingual education The topics provide a wealth of accurate data and information on the current state of society and education as the basis for other research Studies on bilingual education have been studied

by a number of Vietnamese authors in various aspects; inside the teacher's apprenticeship; adaptation to students' vocational activities (primary; lower secondary; upper secondary; tertiary); adaptation to students' professional activities

1.2 SOME CONCEPTS RELATED TO THE TOPIC

1.2.1 Responsiveness concept

After consulting Vietnamese dictionary (Vietlex dictionary centre), I can draw the conclusion that response is the correct response to a human request, request or problem Each individual has different needs to be met depending on the field, cognitive level, cultural environment, etc different

In this study, job response is understood as response to the requirements and requirements of the job People who are able to respond to the job are those who have enough capacity to fulfill the requirements and requirements of the job Subjects responding

to jobs in this study are workers with university degrees (economics), or in other words, university graduates in economics The degree of job satisfaction of university graduates in economics is the level of completion of the requirements and requirements of the job based

on the competencies that the graduates of the university of economics have accumulated

It can be seen that we have a specific example such as: for service workers, meeting the needs of customers, the regular and continuous occurrence requires customer service staff to understand what the needs of customers are to properly advise customer requirements For works must be highly responsive to ideology, meet the requirements of artistic elements so that the work is really meaningful to the reader and meets the requirements of the new situation

So when reading how responsive English primary students are to bilingual teaching of natural and social subjects, we can understand that it is to find out whether primary students can meet the needs of teaching two languages to students in parallel This is a job that requires elementary English students to improve not only the knowledge of student psychology, teaching methods but also English language skills

1.2.2 Bilingual teaching concept

At the beginning of the 21st century, proficiency in just one language is not enough, requiring people of the new age to be able to operate in multiple languages

In Garzanti's Italian Dictionary (1965), the definition of bilingualism is: "The ability

of an individual or a community to use two languages naturally"

"Bilingualism is the ability to use multiple languages to communicate, participate in intercultural activities, master 2 or more languages at various levels, and experience multiple cultures."

According to Duverger (2009), "A teaching process is called bilingualism when two languages are formally present, structured, exist in a parallel way for communication and especially for learning." The first language is the national language used in administration and in teaching The first language may not be the mother tongue of some students A second language is often called a foreign language (foreign language) which can be at different levels: a second language in some countries such as Belgium, Canada Johnstones (2010) argues that bilingual teaching is understood as the use of English with the mother tongue or national language for teaching in schools for the purpose of

"acquiring knowledge, learning subjects in the educational program, developing skills, forming attitudes, developing oneself in many ways that are not purely language"

First of all, we should clarify the concept of English as a Foreign Language EFL and bilingual education because their connotations are different The term "learning English as

a foreign language" (EFL) is used as a description of learning or using English in countries where English is not the mother tongue or is used as a means of communication In other words, EFL is learned in environments when English is not the language of communication

in the community or at school

In contrast, the term "bilingual education" is used when both languages are used as a means of teaching subjects to students according to the school curriculum (Cohen, 1975)

In general, bilingual education means using two languages for instructional purposes In addition, because language and culture are inseparable, bilingual education also requires cultural and ethnographic education for learners

Bilingual education is the teaching of school subjects in two different languages The language of instruction is in a foreign language, a national language of a certain duration,

in certain subjects constituting the purpose, genre and form of bilingual education The concept of bilingual education is very commonly used almost all over the world However, each country has a way of understanding and applying it in its specific circumstances with different models and names There are some schools that do not offer bilingual education even though there are more than two languages being taught in the school (because they believe that bilingualism is teaching two or more languages at the same time in a classroom)

Bilingual education has been around for a long time, especially in multiracial countries

or in countries with extremely large and diverse immigrant populations (USA; Canada; many European countries; ), in special linguistic and geographical regions (border areas ) In the context of integration and globalization, the development of the Internet, especially in the past twenty years, has increased the need to develop multilingual competencies and train multilingual individuals, leading to the strong development of

bilingual education around the world Bilingual education has become one of the focused education policies in many regions and countries, including Vietnam For example, in Singapore, there is a diverse ethnic system from all over Asia Among them are three major ethnic groups from China, Malaysia and India Therefore, it is not difficult to understand when Singapore has become one of the multilingual countries in the world, with four official languages: English, Mandarin, Malaysian and Tamil English is Singapore's

"working language", used for work, study and inter-ethnic communication Other languages are considered "mother tongues" of large ethnic groups If the “mother tongues” connect Singaporeans with the roots, culture and spiritual heritage of each people, then English will

be the working language, helping them connect with each other and with the world In this way, bilingualism has helped to build national unity and strengthen Singapore's cultural identity

In short, bilingual education can be understood simply as using the mother tongue and second language as a medium of instruction, a means of teaching subjects to students according to the school curriculum, and primary schools in Hanoi have also applied bilingual education programs on two subjects: Math and Social Nature (Science)

1.3 TEACHING BILINGUAL CURRICULUM IN PRIMARY SCHOOLS IN HANOI

In the context that Vietnam is very interested in bilingual education, it is necessary to build a bilingual education model suitable to the country's circumstances Vietnam has successfully applied the English-Vietnamese bilingual education model However, this model is not really suitable for the goal of using English and Vietnamese in a favorable learning environment in economically developed regions in Vietnam because the model is still stopping at the primary level, but not meeting the requirements for students to acquire knowledge at higher education levels We also realize that research works to understand and build bilingual education models in Vietnam, especially at primary level, are few and not yet in-depth, not widely disseminated However, we can still recognize that to develop

a bilingual teaching model, it is necessary to meet the following needs:

+ Using two languages in teaching, subject knowledge is transmitted in both languages

although the ratio of using language 1: language 2 can fluctuate between 100: 0 (then increase the teaching duration in language 1 to achieve a balance of 50: 50)

+ The outcome goal is that students have the ability to listen, speak, read and write in both languages, have academic knowledge in both languages

+ Teachers are people who speak at least two languages, even capable of teaching subjects

+ The goal of teaching and learning is to acquire subject knowledge

+ Do not mix between two languages when teaching

According to the plan, Vietnamese - English bilingual teaching in high schools aims

to support and help students improve their learning capacity, be able to think and communicate in languages other than Vietnamese At the same time, teaching Math and science subjects in English helps students gain more knowledge and understanding of the subject through regular acquisition and practice to develop language competence, improve listening - speaking - reading - writing skills so that students can use English to communicate in all contexts of life With specific targets, for students striving to 2025, 15% (about 18,000) of primary school students will participate in learning according to the Vietnamese-English Bilingual Teaching Plan; The orientation to 2030 is 25% (about 37,000 students) After completing the 5th grade program, students achieve English proficiency level 1 (A1) according to the 6-level foreign language proficiency framework for Vietnam (according to Circular No 01/2014/TT-BGDĐT dated January 24, 2014 of the Minister of Education and Training) Striving to have more than 20% (about 16,000) of lower secondary school students participating in learning under the Vietnamese-English Bilingual Teaching Plan by 2025; The orientation to 2030 is over 30% (about 30,000 students) After completing the 9th grade program, students achieve English proficiency level 2 (A2)

according to the 6-level Foreign Language Proficiency Framework for Vietnam.Striving to have over 20% (about 14,000) of high school students participating in learning under the Vietnamese-English Bilingual Teaching Plan; The orientation to 2030 is 30% (about 27,000 students) After completing the 12th grade program, students achieve English proficiency level 3 (B1) according to the 6-level Foreign Language Proficiency Framework for Vietnam.For teachers striving to 2025, complete English proficiency training for teachers

of Math and science subjects according to the roadmap In particular, teachers at primary and lower secondary levels must achieve foreign language proficiency equivalent to level

3 (B1), high school teachers must achieve competence equivalent to level 4 (B2) according

to the 6-level Foreign Language Proficiency Framework for Vietnam Striving to 2030, teachers participating in the Vietnamese-English Bilingual Teaching Plan have full capacity and methods, basically meeting the requirements to implement teaching Mathematics and science subjects in English according to the General Education Program of the Ministry of Education and Training In this plan, the Ministry of Education and Training requires foreign language proficiency for students as follows: For primary school students to be able

to understand, use familiar, everyday structures and basic words to meet the communication needs of the subject For lower secondary students, they must have foreign language proficiency equivalent to level A1.1 (Asymptotic level 1) according to the 6-level Foreign Language Proficiency Framework for Vietnam, be able to understand frequently used sentences, words and structures related to basic communication needs, words directly related to subject content High school students must have foreign language proficiency equivalent to level A1 or higher according to the 6-level Foreign Language Proficiency Framework for Vietnam, be able to understand and use sentences, words and structures used related to basic communication needs, words directly related to subject content There are also requirements for specific teachers: Teachers involved in teaching Mathematics and Science subjects in English are well-qualified teachers with experience in teaching The number of teachers must be ensured to implement the program Initially, select teachers with English proficiency to perform pilot teaching tasks, then improve foreign language proficiency and teaching methods to meet the minimum requirements for teachers of each

education level, specifically: Primary and lower secondary teachers must achieve foreign language proficiency equivalent to level 3 (B1), High school teachers must achieve competencies equivalent to level 4 (B2) according to the 6-level Foreign Language Proficiency Framework for Vietnam

If the team, program, and materials are met, I think teaching math and science subjects in English helps students achieve many goals Not only improving foreign language skills, students also have access to math content associated with real life, math forms will not require too many complex calculation techniques but mainly based on reasoning, reading comprehension and problem-solving ability based on basic knowledge foundations From the process of teaching math and social nature content in English in some primary schools, I found that students are excited about math problems because reasoning and reasoning are very natural, not too challenging, so when reading and understanding the problem, it is quite easy to find solutions with logical arguments pupil Next is the need for a standardized curriculum with subjects taught in bilingualism In addition, develop a set of teaching materials suitable for the new General Education Curriculum on the basis of access to the content of some advanced programs abroad This

is necessary because teachers lack reliable enough resources to carry out teaching in schools I myself am working with some other English Math teachers to deploy 1 set of English Math books from primary to secondary school with the goal of sticking to the high school curriculum, approaching some advanced Math programs in the US, Australia or Singapore, helping students confidently participate in international math exams and achieve high results I hope that with the proper awareness of the authorities about teaching Math and science subjects in English, the limited problems will be gradually solved, thereby helping students learn and access to advanced learning programs of countries around the world

1.4 PSYCHOPHYSIOLOGICAL CHARACTERISTICS IN PRIMARY SCHOOL STUDENTS

Primary school students are defined as someone whose starting age in first grade is

06 years old and counts only in years Primary school students participate in a number of training courses in primary education, primary school students are children between the ages of grade 1 and grade 5

In the first six years of their lives, they learn about the world around them through their emotions and thoughts At this stage, the child aged 6-11 years will approach life with all emotions and thoughts Therefore, this is the age of questions because children have many questions that come to them and need to be answered correctly, without circling or through speakers

Children of primary school age are individuals who are gradually forming and perfecting in terms of personality and psychology, but they are gradually integrating into a society of all relationships Therefore, primary school students do not have enough awareness, qualities and ability to become citizens in the future, so they always require the support and help of teachers, parents, schools and society

Primary school students easily adapt to their new lives and are always looking to the future But there is also a lack of high concentration, so the ability to observe and pay attention is sometimes not promoted well, impulsivity, or anger is more pronounced Children remember extremely quickly and forget quickly For elementary school students, visual-visual memory is more dominant than verbal and logical memory The thinking of new school children is generalized thinking, based on the basic principles of specific things and phenomena During the development of primary school children's thinking, limited visuality is shown only in some early grades and then gradually transformed into abstract thinking in the senior years

For elementary school children, they have visual perception that will dominate word memory For example, they will describe the image of a pigeon more easily from the moment they see it than to hear verbal explanations such as this bird belongs to the bird family, has two wings, knows how to lay eggs, etc Therefore, children should focus mainly

on learning lessons with vivid and close objects, pictures, friends or aunts In addition, children also often lack high concentration, do not remember and pay organized attention and tend to be hyperactive and easily irritable Children remember super fast but forget also super fast

In the process of teaching and learning, teachers need to master the above characteristics Therefore, in these classes, teachers need to enhance the visuality expressed through using real people, real things, through teaching coordinated activities to practice skills for students Teachers need to help students develop the ability to observe, analyze, associate, create, synthesize and think through interaction with teachers and friends

When it comes to the psychological characteristics of primary school students, the issue of love, friendship, is also an essential factor for the success of children at this age For elementary school students, affection is important because it connects cognition with their actions Positive emotions stimulate children to learn well and help them act right

At this age, the psychological and emotional life of many children is very rich, diverse and mostly in an extroverted state They are surprised, strange but also quickly integrate with new friends or friends in class Children are proud to be in class, excited if they are appreciated or entrusted by parents and teachers to do important tasks They have learned to control their emotions and also cover up when necessary Primary school students always have a relaxed, confident and happy mentality, which are also good factors to help guide them on moral standards as well as develop some necessary intellectual qualities Emotional characteristics, typical expressions of the personality of elementary school students are self-confidence, are communicative competencies (psychological characteristics of elementary school students) Primary school students have pure and personal feelings Along with the process of personality formation and development, this affection is fostered to perfection on the basis of a deeper, more comprehensive understanding of the object and nature of the relationships in each child's life

Psychological characteristics: Elementary school students are easily emotional to the world They often express emotions while directly perceiving things and phenomena with strong emotional intensity, so they are easily excited, difficult to control and lose

control of their own behavior Emotional instability of primary school students: They are also prone to mood swings, emotional inclination, expressing very strongly in just a moment of joy, happiness, anxiety, anger In short, primary school children have feelings, new feelings arise but are not stable

Willpower characteristics of elementary school students: Elementary students do not have the ability to plan activities, willpower has not been fully formed Mental qualities include: Very low independence, restraint and self-confidence Children often imitate the actions of others, especially actions that overexert themselves, sometimes spontaneity and surprise also manifest in their actions

Concentration characteristics: In primary school students, they still do not have concentration for a long time, unintentional attention still plays a main role, attention concentration is not long, unstable development

Cognitive motor characteristics of primary school students: At this age, students are quite active, they are eager to learn and discover new things in life, this shows that their intellect is maturing, the desire to think of middle school students is also more about sensory perception, Only observing things, phenomena or before our eyes but not being able to fully see the phenomena and meanings inside At this age, learning has also played a leading role, becoming a daily activity for students, but their passion for learning is not necessarily because they are aware of their sense of responsibility to their parents and society, but mostly for a number of emotionally significant reasons such as the following: Children are happy to achieve high results after their efforts, being praised by teachers, parents, friends, Intellectually, many children are very active, from primary school age begin to form logical perceptions and have new ways of thinking

Cognitive characteristics: Each student's memory is formed on a new foundation

of dominant activity, and consciously controlled Memory can change in proportion to changes in key activities Memory becomes both a condition and a goal of the educational process Due to the educational impact, the memory of primary school students is formed

in two directions: Strengthening the role of meaningful memorization and logical word

memorization along with visual thinking memorization; Children have the ability to systematically control their memories as well as consciously recall and recall

The personality traits of primary school students are gradually being shaped, especially when the school environment is completely new, children can be shy, shy, can also be confident and strong, After 5 years of schooling, the "school personality" of primary school students is really stable and developed in children

In general, the personality formation of primary school students has the following characteristics: The personality of each student at first is naivety and shyness, throughout the development of children always express their perceptions, thoughts, feelings, thoughts impartially, innocence, honesty and uprightness; Their personality at this time has many hidden things, their abilities and qualities have not been fully revealed, if there is an adaptive effect they will reveal to develop; Moreover, their personality is still forming, the formation of personality cannot happen overnight, with primary school students still in the process of comprehensive development in all aspects, so their personality will be gradually improved along with their development

Understanding these things, parents or teachers absolutely must not "cap" the personality

of children, on the contrary, must use gentle words that are suggestive and waiting, must direct children to good personality models that are not far away, parents and teachers are those personality models

CHAPTER 1 SUB - CONCLUSION The practical study of the project shows that the responsiveness of English primary education students is an important issue to study: about the current situation as well as possible solutions to overcome the outstanding shortcomings While teaching in line with the trend of bilingual teaching and achieving the goals set by the bilingual curriculum is

a challenge for primary school teachers, the problem of research on the ability and responsiveness of primary English teachers in natural and social subjects under the general education curriculum remains is still a gap to exploit The thesis systematized basic theoretical issues and uses concepts such as the following:

- We understand that research is the search for knowledge, or systematic inquiry, with open thinking to discover, explain and develop methods aimed at the advancement of human knowledge Research is the process of collecting data, analyzing data systematically

to discover related problems so that it can find answers to questions, enhance understanding

of a phenomenon or problem

- When reading how responsive English primary students are to teaching bilingual social sciences, we can understand that it is to find out if primary students are meeting the needs

of teaching bilingualism to students This is a job that requires elementary English students

to improve not only the knowledge of student psychology, teaching methods but also English language skills

- The term "bilingual education" is used when both languages are used as a means of teaching subjects to students according to the school curriculum (Cohen, 1975) In general, bilingual education means using two languages for instructional purposes In addition, because language and culture are inseparable, bilingual education also requires cultural and ethnographic education for learners

˗ Factors affecting the responsiveness of English primary education students in teaching bilingual education programs are subjective factors (positive perception of teachers about having to self-improve new knowledge, student training level; positivity, proactively fostering professional knowledge; experience in teaching elementary school students;

teachers' belief in student progress) and objective factors (class size; parent-student cooperation in tutoring their children in the new general education curriculum; peers' support to work together to find new teaching methods to suit the curriculum bilingual sex)

CHAPTER 2: CURRENT STATUS OF ENGLISH PRIMARY EDUCATION STUDENTS' RESPONSE TO BILINGUAL TEACHING OF GRADE 3 SOCIAL SUBJECTS

2.1 Current situation of foreign language proficiency of English primary education students

Scientists have shown that fluent English speakers can be a bridge to success in many different fields Citing Wikipedia, more than 400 million people speak English as a first language, but more than 1 billion people use English as a second language English has the largest vocabulary of any language, with over 500,000 words in the Oxford Dictionary And the countries with the highest per capita incomes in the world are fluent in English Yes, we can call English the language of the world, science, knowledge, technology and business, so English is all around us Learning a foreign language other than your mother tongue is very difficult and requires the patience of learners Vietnam is in the process of industrialization – modernization and international integration in all fields As citizens and future owners of the country, we need to constantly improve our knowledge, first of all, to

be fluent in foreign languages, especially the international language English Regardless of the subject, English is still an important factor in success and opens many doors for future opportunities

Vietnamese education is developing more and more deeply and English language is increasingly occupying an important position in international integration and cooperation

in many fields In recent years, Vietnam's education sector has been gradually integrating with the world, there is more bilingual education for children, requiring education to have fostering policies to improve the training and development of future human resources for the country

"Building an English-speaking community, creating an environment where people like

to speak English, love to read English, a learning society, forming a far-reaching movement, people who know a lot teach people who know little, not only to students, but also adults, the whole population can learn foreign languages." that is the desire of Minister

of Education and Training Phung Xuan Nha To create an enjoyable English learning environment for all students in general is very difficult In fact, the Ministry of Education and Training is placing great emphasis on the requirements of learning foreign languages

of students: as a condition for recognition of graduation, as a requirement for entrance examination or graduation examination of graduate training programs

Moreover, access to English is part of the curriculum at primary, middle and high school levels Approaching English is a very good thing at first, but the sad reality is that even at university level, not all students are proficient in using English, sometimes meeting and communicating with foreigners can become very embarrassing and embarrassing According to the EF English Proficiency Index, Vietnamese in Vietnam have only used English at an "average" level for many years, especially in 2019 falling into the "poor" category By 2020, according to the rankings published by the EF English Proficiency Index (EPI), Vietnam ranked 65/100 countries and regions in terms of English proficiency, reaching 473/800 points, ranking 13/14 in Asia and 65/100 countries and regions in the world Hanoi and Ho Chi Minh City are the two cities with the highest English proficiency

in the country However, this score is still only in the low proficiency group, compared to the world

According to the general assessment and opinion of many experts, formal English teaching and learning in schools in Vietnam are still focusing a lot on learning grammar, vocabulary and little practice Therefore, many students today can understand a lot of grammar rules and have good reading and listening skills due to exposure to new technologies, improve skills, but cannot communicate well in English in real life or still limited in English style because there are still not many practice conditions

Students of English primary education in particular and students of Hanoi Capital University in general are non-English students, so learning English is still limited and there

is no "playground" to further improve English skills Due to the multifaceted factors and convenience, I conducted an English proficiency survey of English primary education students online and a survey on Google Form According to preliminary research and

survey, I have obtained the following results:

Among the surveyed students, the data shows that at present, more than a number of surveyed students answered that they have not yet met the school's outcome standards (in English B2) but in the process of studying English modules in class, they pay attention to listening and making constructive speeches, have to study outside the center or improve their own knowledge at home, set up English groups on social networking sites to help each other in learning Thus, it can be seen that there are still some sections of students who try and make efforts to learn English because they understand its importance Vietnamese students tend to be shy when it comes to public speaking and even myself, however English primary education students have recognized their own weaknesses and made efforts to improve it, looking at the data we can see that only a small number of students say no when there is an activity Dynamic experiences in English are held at the school

Figure 2.1.1: Pie chart of number of students participating in English activities Looking at the chart, we see that the number of students wishing to improve their English through English summer camps and exchange experiences with good English learners accounts for a larger number than other activities In addition, there are also some other useful activities and increase your confidence when speaking English in front of many people such as art competitions, English plays, English club activities are also selected Among the 4 skills of listening, speaking, reading and writing, the limitation of most students of English primary education in particular and students of Hanoi Capital University in general is the ability to write According to the survey, 58.3% of students

surveyed agreed that writing skills are poor skills and need improvement

Figure 2.1.2: Pie chart showing 4 English skills to improve

English elementary education students

In general, students of English primary education are aware of the importance and benefits of learning English in the current 4.0 era as well as being able to apply bilingual teaching, offering appropriate teaching methods for primary students Although there are still many difficulties, there have been improvements in identifying effective English learning methods

In short, the use of English for students is very important, it is not only important for the future career orientation of primary education students but also an urgent issue in the development of human resources in the development of bilingual teaching in Vietnam By pointing out the current situation of English learning of English primary education students,

it has pointed out the inadequacies in the situation of English learning of students, thereby proposing some additional measures to limit and improve the effectiveness of English teaching and learning In addition, schools and lecturers need to pay attention, help and orient learning methods for students Above all, each student must always make efforts, persevere, regularly improve the knowledge and skills necessary to successfully complete the tasks of an English primary education student

2.2 Current situation of teaching capacity of English primary education students Vietnam is on the rise in the trend of globalization and world integration, requiring us

to have a new workforce with knowledge, creative thinking, quality and capacity to adapt

well to the cause of industrialization, modernization of the country and building a knowledge economy In order to do so, education, especially general education, needs to

be strongly renewed to create a generation of students with good morals, independent thinking, creativity and extensive knowledge One of the solutions to ensure the success of educational innovation – the innovation of teacher training activities in Hanoi Capital University today The training of teachers who are good in their profession and proficient

in pedagogy is very important because teachers not only provide knowledge but also arouse talents, transmit creative passion and moral values to future generations

In the "Education Development Strategy 2011 – 2020", our Party has affirmed that developing teachers is a key solution to improve the quality of education and training in order to "form a contingent of teachers" "capable of renovating the general education program after 2015" In order to meet the current requirements of educational innovation, pedagogical schools in general and Hanoi Capital University in particular have made many efforts in training skills for students and have obtained certain results However, due to various reasons, there are still students who do not perform well in teaching skills: when interning in high schools, some students are still confused when designing lectures, not showing teaching tasks, writing slow boards, unreasonable layout, etc communicate with students who lack confidence, poor expressive skills reduces teaching efficiency From this practice, it is necessary to continue research to develop teaching capacity for students

in current teacher training institutions

The basic task of education and training is to form individual learners' capacities to be able to meet the new requirements of society The objective of the pedagogical faculty of Hanoi Capital University is to train a contingent of teachers with good moral qualities, good educational capacity, capable of scientific research to meet the requirements of teaching in primary schools Today, due to the requirement of innovation in teaching, it is necessary to understand teaching capacity comprehensively and fully That capacity is multifaceted, multifaceted, diverse and rich When it comes to competencies, it refers to the abilities of individuals suitable for each profession in the specific field of activity, these abilities help people operate effectively and achieve high results as expected Competencies are formed

and developed through training, fostering and self-experience through practice

Teaching is a profession of a special nature During the training process, students of English primary education in general and students of D2019 English primary education class of Hanoi Capital University in particular must carry out many activities: learning professional knowledge, practicing pedagogical skills and striving for personality training

PRINCIPAL EDUCATION TRAINING ENGLISH PRIMARY PLAN

UNIVERSITY DEGREE CLASS 2021 (Promulgate with decision number 795/QĐ – HNMU, 6/9/2021 of Hanoi Metropolitan University’s principal)

NO Course code Course name number Credits lesson Total LT TH Lesson Elective course condition Priority

I General training content 19

Defense and Security Education

Defense and Security Education

5 30TRA045 Physical Education 1 0 45 15 30

6 30TRA046 Physical Education 2 0 30 0 30

8 30POL051 Marxist-Leninist philosophy 3 45 45 0

9 30TRA122 Marxist-Leninist political economy 2 30 30 0

11 30TRA124 Ho Chi Minh

12 30TRA125 History of the Communist Party

of Vietnam

13 30TRA135 University’s student 2 45 15 30

14 30TRA136 Information technology 2 45 15 30

School – wide elective 1 (choose

1 of 2 languages)

17 1.1 Optional foreign language 1 2

17.1 30TRA138 English 1 2 45 15 30 x 10 online lessons

19 School – wide elective 2 (choose 2 out of 3 courses) 4

2.1 Elective group Nature science

and technology (choose 1 of the

modules)

2

19.2 30TRA143 Environment and Human 2 30 30 0 x

19.3 30TRA144 Products, water and

health

2.2 Elective group Social and

behavioral sciences (choose 1 of the

modules)

2

19.5 30TRA145 Vietnamese Practice 2 45 15 30 x

19.6 30TRA146 Information Science 2 30 30 0 x

19.7 30TRA147 School of Management 2 30 30 0 x

19.8 30TRA148 Vietnam Geopolitics 2 30 30 0 x

2.3 Elective group Social and

behavioral sciences (choose 1 of the

19.9 30TRA111 Music and feeling music 2 45 15 30 x

19.10 30TRA151 Communicating in a multicultural

environment

19.11 30TRA152 Traditional art forms 2 45 15 30 x

19.12 30TRA112 Art and artistic perception 2 50 10 40 x

20 School – wide elective 3 (choose 2 out

3.1 Elective group Natural science

and technology (choose 1 of the

20.1 30TRA154 Algorithms and

20.3 30TRA156 Sustainable technology 2 30 30 0 x

3.2 Elective group Social and

behavioral sciences (choose 1 of the

20.8 30TRA161 Religion and society 2 45 15 30 x

3.3 Elective group Culture and arts

20.9 30TRA133 Folk and contemporary

20.10 30TRA162 Entertainment industry 2 45 15 30 x

20.11 30TRA163 Vietnamese cultural establishment 2 45 15 30 x

II Specialized training content

21 30PRI073 Practice Vietnamese skills 2 45 15 30

24 30PRI297

Basic mathematical theory 1 (learn in English)

25 30PRI280 Physiology of primary school children 2 30 30 0

26 30TRA031 School of Education 2 45 15 30 30TRA054

29 30TRA041 Falcuty of Education internship 1 2 60 0 60 30TRA064

30 30TRA042 Falcuty of Education

31 30TRA043 Falcuty of Education

33 30PRI069 Psychology of primary school 2 45 15 30 30TRA054

34 30PRI117 Primary School Education 4 75 45 30 30TRA031

35 30PRI327 Scientific research methods specialized in

primary education

37 30PRI328 Primary Education

38 30PRI097 English for Primary

39 30PRI281

Teaching methods on English linguistic skills

40 30PRI340

Advanced English listening and reading skills(learn in English) 2 45 15 30 30TRA140

41 30PRI341 Advanced English speaking and writing

skills (learn in English)

students (learn in English)

46 30PRI009 Vietnamese teaching method 1(POHE) 4 75 45 30 30PRI007

47 30PRI083 Vietnamese teaching method 2 (POHE) 4 75 45 30 30PRI009

48 30PRI016 Social and natural basis 3 60 30 30 30PRI280

49 30PRI283

Methods of teaching social science in primary school (POHE)

50 30PRI284

Teaching methods on natural sciences in primary school (learn in English)

30PRI097

51 30PRI325 Vocational training Primary education 3 90 0 90 30TRA064

52 30PRI183 Moral education in primary school (POHE) 3 60 30 30 30PRI117

53 Elective major 4 (choose 1 out of 3 modules) 2 30TRA042 53.1 30PRI104

Reading and understanding cultural activities in primary 2 30 30 0 x 53.2 30PRI192

Teaching Vietnamese in primary schools in the direction of

differentiation

53.3 30PRI255

Teaching Vietnamese in primary school through experiential activities

54 Elective major 5 (choose 1 out of 3

54.1 30PRI314 Teaching aids in primary

school (learn in English) 2 60 0 60 x 54.2 30PRI296

Specialized software for primary school teaching (learn in English)

54.3 30PRI289

Designing animation and cartoon for primary school teaching (learn in English)

55 Elective major 6 (choose 1 out of 3 modules) 2 30TRA042

55.1 30PRI292 Logical and quiz maths (learn in English) 2 30 30 0 x

55.2 30PRI293

Developing mathematical thinking competence for primary students(learn in

English)

55.3 30PRI294

Teaching Maths in primary school through experience activities (learn in English)

56 Elective major 7 (choose 1 out of 3 modules) 2 30TRA042 56.1 30PRI285

Science discovering in primary school (learn in English)

56.2 30PRI295

Intergrated environmental education

in primary schools (learn

activities(learn in English)

57 Elective major 8 (choose 1 out of 3

modules) 57.1 30PRI342

Assessment in primary education (learn in

57.2 30PRI287

Communication skill development for primary school teachers (learn in English)

57.3 30PRI288

Organization life skill teaching for primary students via experience activities (learn in English)

58 Course to replace graduation thesis

(choose 1 of 2 courses) 2

58.1 30PRI266 Teaching discovery and problem solving in

primary school math

Perspective

58.4 30PRI067

Methods of fostering literary appreciation ability for primary school students

III Content of falcuty of education practice training

59 30TRA166 Practice falcuty of education skills

regularly 1

60 30TRA167

Practice falcuty of education skills regularly 2

61 30TRA168

Practice falcuty of education skills

62 30TRA169

Practice falcuty of education skills

63 30TRA170

Practice falcuty of education skills

64 30TRA171 Practice falcuty of education skills

regularly 6

65 30TRA172 Practice falcuty of education skills

regularly 7

66 30TRA173

Practice falcuty of education skills regularly 8

67 30TRA174

Practice falcuty of education skills regularly 9

- Faculty of Pedagogy is responsible for organizing regular pedagogical training for students at an appropriate time in each semester The score for evaluating the results of regular pedagogical training is an unclassified score

The formation and development of teaching capacity for students of primary education

at Hanoi Metropoitan University is through studying subjects at school and most directly modules on pedagogical training Over the years, the school has determined that the quality

of teacher training is measured by professional knowledge and pedagogical skills Therefore, the school always pays attention to the preparation of students for field trips and internships Each academic year, the school will organize internships for students to assess students' teaching and education capacity I have conducted a survey of students in English primary education online through Google Form to statistics on the teaching capacity of students through the following criteria:

+ Criterion 1: Developing teaching plans: Teaching plans are developed in the direction

of integrating teaching with education, clearly demonstrating teaching objectives, contents and methods suitable to subject characteristics, student characteristics and educational environment; Coordinate learning activities with teaching activities in a

way that promotes cognitive positivity of students

+ Criterion 2: Ensure subject knowledge: Master subject knowledge, ensure accurate and systematic teaching content, rationally apply interdisciplinary knowledge according to basic, modern and practical requirements

+ Criterion 3: Ensure the subject program: Implement teaching content according to the standards of knowledge, skills and attitude requirements specified in the subject program

+ Criterion 4: Application of teaching methods: Apply teaching methods in the direction of promoting students' activeness, initiative and creativity, developing students' self-learning and thinking capacity

+ Criterion 5: Use of teaching aids: Using teaching aids increases teaching efficiency + Criterion 6: Building a learning environment: Create a learning environment: democratic, friendly, cooperative, collaborative, favorable, safe and healthy

+ Criterion 7: Testing and evaluating students' learning results: Testing and evaluating students' learning results to ensure accurate, comprehensive, fair, objective, public requirements and develop students' self-assessment capacity; Use test and assessment results to adjust teaching and learning activities

Figure 2.2.1: Bar chart showing the current status of teaching capacity

of English primary education students class of 2019, 2020 Through the chart, it is easy to see that English primary education students who