Luận văn vietnamese teachers’ viewpoints on their use of vietnamese in english language classrooms for young learners in may school english center

VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISII LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm của giáo viên Việt Nam đối với việc

VIETNAM NATIONAT UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

VŨ THỊ THU TRANG

'VIKTLNAMESi ACHERS" VIKWPOINES ON THEIR USE OF

VIETNAMESE IN ENGLISII LANGUAGE CLASSROOMS FOR YOUNG

LEARNERS IN MAY SCHOOL ENGLISH CENTER

Quan điểm của giáo viên Việt Nam đối với việc sử dụng

tiếng Việt của họ trung các lớp học Tiếng Anh cho trẻ em

tại Trung Tâm Ngoại Ngữ Tháng Năm

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60140111

UANOL 2016

VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF

VIETNAMESE IN ENGLISII LANGUAGE CLASSROOMS FOR YOUNG

LEARNERS IN MAY SCHOOL ENGLISH CENTER

Quan điểm của giáo viên Việt Nam đối với việc sử dụng tiếng Việt của họ trong các lớp học Tiếng Anh cho trễ em

tại Trung Tâm Ngoại Ngữ Tháng Năm

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60140111

Supervisor: Assoc Prof Nguyễn Xuân Thơn

TIANOT, 2016

DECLARATION

I declare that this thesis submitted for the Master of Art degree at the

University of Languages and Intemational Studies is a presentation of my own

research and has nol been previously submitted af any other umiversitics for any

degrees Wherever contributions of other researchers are involved, every effort is

made to indicate this clearly, with due reference to the literature, and

acknowledgement, © collaboralive research and discussion The work was donc

under the guidance of Associated Professor Nguyen Xuan ‘Thom, at the University

of Languages and Intemational Studies

Hanoi, 2016

‘Va Thi Thu Trang

ACKNOWLEDGEMENT

At the completion of this thesis, | would like to express my sincere thanks to

my Jecturer and my supervisor, Mr Nguyen Xuan Thom for his valuable support and instructions without which it would have been really difficult for me to handle the task

1 would like to acknowledge my debt to my colleagues in May School English Center for their effective cooperation in collecting data for completing this

study Their crithusiastic participation was indispensable to may research,

Finally, T would like lo express my gratitude to my family for all the support

Lreceived to finish this thesis.

ABSTRACT

The use of the mother tongue has been argued for ages in English language (caching and the argumenl over whether siudenis’ native language should be included or excluded in English language classrooms has been a controversial issue Conducted in the context of Vietnam, the study is an attempt to address the use of

Vietnamese as mother tonguc in English language classrooms in a presligious

linglish center for young Jeamers in Llanoi (May School), It focuses on the

viewpoints of Vietnamese teachers in May School on their use of Vietnamese as

smother tongue in their Bnglish language classrooms as well as the amount and situations in which it is employed The findings and discussion are based on the

analysis of the data collected from group interview of five female teachers and ten

one-hour classroom observations The current study supports the judicious use of Vietnamese in some situations such as giving instructions, responding to students”

Vietnamese The results also highhght that the use of Vietnamese is significantly

different in classrooms in May School but the average amount of its usc is quite

limuted.

English Language Teachings Foreign language

Grammar Translation Method First Language

Second Language Target Language

iv

LIST OF CHARTS AND TABLES

Chart 1: The amount of Vietnamese used in observed classes

‘Table 1: Participating teachers’ profile

Table 2: Information of observed classes

Table 3: The occasions of teachers’ use of Vietnamese in Slarters classes

Table 4: The occasions of teachers’ use of Vietamese in Movers classes Table 5: The occasions of teachers’ use of Vietnamese in Flyers classes

4, Seopeof the siuiểy Hinh rsee

5 Methods of the siuểy, ào

7 Design of the study

3

5

1.1 A brief history of language teaching method focusing, on mother

tongue use in English classroom - 5 1.2 Arguments gbouLthø usc of molher tongue in FFT, classroom 6 1.2.1 Arguments against using mother tongue in BEL, classroorm Õ

1.22 Arguments in favor of using mother tongue in EFL classrooms 8

13 Stuches focusing on teachers’ 7.7 use in EFT classrooms 10 1.3.1 Teachers” viewpolis ¬

vi

CHAPTER 2: METHODOLOGY

21 Betting andpartieipails am

221 Sølting - - - 15 2.1.1.1 General information sbout May School "—- 3.1.1.2 Students and English classes in May School sesoeu.T8 2.22 Participants - - 16

23 Datacollection mstruments wl 2.3.L Group interview - - 17 2.3.2 Classroom observation - 18

TData colleetlon proeeduFt coi 19 Data analysis procedure - 20

3.1.1.2 Amount of Vietnamese tse cscs "— -

3.2 Findings and discussion - - 35 PART C: CONCT,USION

1 Summary of major findings - 38

PART A: INTRODUCTION

1 Rationale

In the process of teaching and learning a foreign language, the use of mother tongue is a controversy topic for many years, especially when Communicative Language Teaching becomes popular In global scale, many studies were conducted

to investigate the use of mother tongue in Linglish classrooms such as Schweers (1999) at the University of Puerto Rico, Tang (2002) at a university in Beijing Duff and Polio (2009) at University of California, Al-Nofaie (2010) in Saudi public schools, In Vietnam, a few researchers also investigated the attitude of teachers and students towards the use of Vietnamese in English classroom at universities and high schools However, it is rather difficult to (ind studies in which the subject of using, Vietnamese in teaching English for young learners is focused There still exist

‘huge gaps on the reality of Vielnamese use in English classroom for children

Working as a teacher of Linglish in May School Unglish Center (from now mentioned as May School) for young learners in Hanoi, the rescarchor found thal Vietnamese teachers in this center have different language choices for their lessons

‘Therefore, this study focuses on their viewpoints on as well as their practice of Vietnamese use in English classrooms

2 Aims and objectives of the study

2.1 Aims of the study

As the tille suggesis, the overarching aim of this thesis is lo siudy Vietnamese teachers’ use of their mother tongue in English classrooms in the

context of an English center in Hanoi, m order 10 guide English teachers in Iheir use

of L] in L2 classrooms

2.2 Objectives of the study

To achieve the above aim, the following objevtives are set for exploration:

a cxamining the attitudes of teachers toward Vietnamese usc in English classrooms in May School;

b identifying the average percenlage of Vietwrnese used in different lev

the center in comparison with the munber given by teachers there; and

c defining the situations in which Vietnamese is preferred by teachers in

English as second language (FFT.) classroom

3 Research questions

To make the task manageable, the above objectives are tanslaled into the

following research questions

1) How much Vietnamese is used by Vietnamese teachers in English classrooms

in May School?

2) In which situations is Vietnamese preferred by Vietnamese teachers in May

School?

3) What are Vietnamese teachers’ viewpoints on their use of Vieinamese as

mother tongue in English classrooms?

4 Scope of the study

In fact, the first language (L1) (1ø Vietnamese) can be used by both teachers

and leamers in second language (L2) classrooms [owever, within the framework

of this minor thesis, the study only focuses on Vietnamese teachers’ use of the mother tongue in Linglish classes for children Specifically, the main objective of the study is investigating the perspectives of teachers toward their LI use, the

amount of 1 use as well as the situations for 1.7 use im Enghsh classrooma i May

School

Methads of the study

The study adopted qualitative and quantitative method for data collection and

data analysis Kive teachers teaching different levels of students were investigated

80 as to compare and contrast their use of mother tongue in their BFL classes Two

vở

collection instruments were employed including teacher group intorvicw and

classroom observation

6 Significance of the study

‘The findings of the present study are hoped to be useful to the following groups

a Teachers of English in May Schoo! and other English centers for children

can make use of the Gindings and become aware of thei practice in language choice They also can adjust their use of mother tongue while

leaching English for different student levels so that they can get the best

results in teaching English

b Academic staff in May School and other English center can use the results

of the study as a reference to consider some changes if needed in teacher training process

c Language teaching methodology researchers can conduct further studies in the area which may form other new English teaching methods and techniques that identify the appropriate role of mother tongue in the

classroom

7 Design of the study

The thesis consists of three parts, namely Trltroduction, Development and Conclusion

Chapter 1: Literature Review

This chapter provides an overview of history of English Language Teaching, focusing on L1 use, some arguments for and against mother tongue use as well as the review of related works in this topic

Chapter 2: Methodology

Tt presents the subjects of the study, research instruments, collecting data

procedure and data analysis procedure from which answers for research questions

could be found

Chapter 3: Data analysis and discussion

‘the data collected from group interview and classroom observations are analyzed in this chapter Also, some findings and discussion based on the analysis

are presented

Part C: Conclusion

Tn this part, the major findings, some recommendations, limitations of the

research as well as suggestions for further study are presented,

‘The appendices are the last part of the study followmg the reference.

PART B: DEVELOPMENT

CHIAPTER 1: LITERATURE REVIEW

1.1 A brief history of language teaching method focusing on mother tongue

use in English classroom

In the history of foreign language (FL) teaching different linguistics suggested diverse methods and approaches which were widely used for different periods According to Stern (1992), the role of mother tongue in language teaching

is “one of the most long-standing controversies in the history of language pedagogy” (es cited im Nguyen Thi Nhu Quynh, 2011) The following quick Jook will summarize the periodic changes in the role of mother tongue in English teaching,

By the early nineteenth century, Grammar-Translalion Method (GTM) was the standard way of HL teaching in Western countries At that time, it was believed that to leam a language was to read its literature In GTM classrooms, the students’ native language is the “medium of instruction”, which is used to explain new item and to make comparisons between Lil and L2 (Richards & Rodgers, 2001) In other

words, teachers of GTM mostly use L] in their classrooms

Llowever, some other linguistics strongly criticized the inadequacies of GTM

In the late nineteenth century, scholars tried to apply natural principles to language

classes with the aim of communicating This foundalion is lalely known as the

Direct Method According to Richards & Rodgers (2001), in this light, classroom

instruction is conducted exclusively in L2 and teachers should “never translate but

demonstrate” because it focuses mainly on the exclusive use of the large language

in the classroom ‘though this method overemphasized the similarities between

naturalistic 11 learning and FT learning, if has laid the foundation on which many

of the later mctheds developed Among ther are Audio-Lingual Method (ALM)

and Communicative Language Teaching (CL).

ALM, which was suggested by American linguists in 1950s, aims to develop communicative competence of students by the repetition of dialogues and drills Supporting tas method, Larser-Freeman (2000) says the more often something is repeated, the stronger the habit and the greater the learning Because of this view, the use of mother tongue is forbidden and translation as well as grammatical

explanation in students’ native language is avoided in the classroom

Be similar with ALM in terms of communicating purpose, the CLT has

served as a major source of influence on language Leaching practice around the

world since its inception in the 1970s (Richards, 2006) The author also regards paw

work activities, role plays, group work activities and project work in CLT as kinds

of classroom activities that best facililatc learming He and Rodgers (2001) also

claim that “judicious use of native language is accepted where feasible” and

teachers can translate when students “need or benefit from it”

‘Though the teaching methods popular in the twentieth century differed in many ways, they nearly all tried to avoid using the students’ mother tongue in the

classroom, except GTM However, the use of mother tongue in EFL classroom is

sull an issue which raises many debates among linguistics and teachers of English

all over the world,

1.2 Arguments about the use of mother tongue in EFL classroom

1.2.1 Arguments against using mother tongue in EFL classroom

Many linguists who support the Monolingual approach object to using L1 in LLY (Uinglish Language ‘Teaching) because it obstructs learning In other words, the Monolingual approach suggests that the FL should be the only tool of conumunication in the classroom Accordmg to Cock 2001, arguments against teachers using students” mother tongue in the literature are generally organized into three following reasons:

1) The leaming of L2 should model the learning of an Ll (through maximum exposure to the L2)

2) Successful learning involves the separation and distinction of LL and T.2 3) Students should be shown the importance of the L2 through its continual use

(Cook, 2001, p412)

While the research may not be entirely convincing, it is considered likely that

1.2 acquisition is similar lo 1.1 acquisition, which is based on the nolion of exposure

a3 being the determining factor for learning (Lewis, 1993, p54) Childron lear their first language through listening and copying, what those around them say, and

exposure lo the language is vilal in the development of their linguislic skills Hence,

Krashen and Terrell (1983), as cited in Salah & Farrah (2012), indicate that LI use should be excluded in the English classroom to increase students’ exposure to the

FL In agreement with the previous view, Phillipson (1992, as ciled in Salah & Farrah, 2012) argues that the more the learners expose to the target language, the more quickly will they learn Tumbull (2001) also mentions that students do not

Denelil if leachers rely two much on using their students’ mother longue

In regards to Cook’s secand point, supporters of the Monolingual Approach

have slated thal Wranslating between 1.1 and 7.2 can be dangerous as i encourages

the belief that there are equivalents between the languages, which is not always the case (Pracek, 2003) They believe the two languages should be distinct and separate

Supporters of the Bilingual Approach might argue that 1a make the scparalion or

distinction between L1 and L2, explanations in L1 are necessary, because the

teaching of grammar is so complex, that without the use of L.1, there would be little

or no comprehension on the students’ parl, especially al lower levels This is nol true according to others, who state that actually quite a number of grammar points

can be taught in the target language, especially through the use of physical or visual

displays (Pachler & Ficld, 2001, p92) Morcover, monolingual approach advocators

believe that the use of the mother tongue in class has bad influences on students’ achievements and proficiency in I'L Krashen (1981, as cited in Kieu Mang Kim Anh, 2010) reveals in ber study that [1 is a source of errors in learners’ 1.2 performance, Sharing the same idea, Howatt (1983, as cited in Timor, 2012) suggests that (a) L2 teaching should be done exclusively in L2; (b) the translation

between 1.1 and 1.2 should be avoided

Regarding Cook’s third point, it is considered likely that the use of L2 only

in the classroom does help demonstrate the 1.2°s importance and can portray the

‘usage of the language being studied (Pachler & Ficld, 2001, p86)

Proponents of Enghsh-only also claim that using 7.1 im the classroom is not

in accordance with second language acquisition theories, which advocate modified

input and negotiation in L2 as a means of learning (Polio, 1994, p156) Ironically

though, negotiations of meaniryg and trial and error oflon lead to what has boon dubbed an ‘interlanguage’, where a mix of L1 and L2 is used to communicate and

establish the correct way of communicating in the L2 (Weschler, 1997, p2)

1.2.2, Arguments in favor of using mother tongue in EFL classrooms

Researchers who advocate Monalingual approach argue thal [.1 represents a powerful source that can be used to enhance FL leaming; however, it should be used in a principled way Atkinson (1987), who sees mother longue as a “resource”

in class, in his discussion about gencral advantages of L.1 usc, claims that to let leamers use their Li is “a humanistic approach” which allows them to “say what

they really want lo say sometimes”

‘The biggest problem with the Monolingual Approach to teaching 1s that it is very impractical (Phillipson, 1993, as cited in Kieu Hang Kim Anh, 2010) One reason the exclusion of T.1 is impractical is that the majority of English teachers are

not native speakers (Ilawks, 2001, p50) Sometimes these teachers’ own English is

not very good, and by insisting on an English only policy, we can severcly undermine their ability to communicate and consequently their ability to teach

Besides, excluding L1 can lead to a higher drop-out rate in ESL schools, whereas when Ll is permitted, researchers and teachers alike report much more

positive results (Auerbach, 199%, as cited in Sharma, 2006) She acknowledges the

positive role of the mother tongue in the classroom in his points of view, L1 plays

an important role as a useful tool in language analysis, class management,

presenting grammar rules, givinys instructions or prompls, explaining errors as well

as checking for comprohension In this light, Macaro (2001) argues that it is not only impractical to reject to use Li in the classroom but also likely to deprive

learners of an essential too! for language learning

Additionally, motivating students by using L1 has received much interest in Titerature Monolingual teaching can create tension and a barrier between students and teachers, and there are many occasions when it is inappropriate or impossible (Pachler & Field, 2001, p86) When something in a lesson is not being understood, and is then clarified through the use of L1, that

bamier and tension can be reduced or removed ‘The use of the LI saves leamers

from a feeling of frustration they might have within their L2 leaming LI use

improves the students’ affective filers and the EFT learning environment, ils use

facilitates an affective environment for learing and reduces students’ anxiety levels

and other affective barriers (Auerbach, 1993) This is alse one of the reasons for

teachers to use molhor tonguc in the study by Rabbidge and Chappell (2014)

Students who are unmotivated, without self-confidence, or anxious are less likely to

utilize L2 in the classroom By using L1, they could reduce their inhibitions or

affective blocks, which would encourage therm to use English im class m more confident ways than would otherwise be possible ina solely HEL environment,

Another problem with the Monolingual Approuch is its belicf that exposure

to language leads to leaming Excluding the students’ L1 for the sake of

9

maximizảng students' cxposure to the L2 is not necossarily produetive In faet there

is no evidence that teaching in the ‘I'L directly leads to better learning of the ‘I'L (Pachler & Field, 2001, p85) Obviously [he quanhty of exposure is important, but other factors such as the quality of the text material, trained teachers, and sound methods of teaching are more important than the amount of exposure to English (Phillipson, 1992, p210) This is particularly obvious with struggling lower-level students, Increasing the amount of L2 instead of perhaps a simple explanation in

LI is likely to have a negative effect and simply add to the frustration on the

student’s part (Burden, 2000, p6) Teaching in the TL does have benefils bul

teaching in the I'L alone, will not guarantee learning among the students (Pachler & Field, 2001, p101), but excluding it, may “impede learning” (Auerbach, 1993, p16)

1.3 Studics focusing on teachers’ L1 use in K:1'L classrooms

1.3.1 ‘Teachers’ viewpoints

‘To investigate areas in which L1 is used for teaching HI'L and find out how teachers think about the L1 use in FL classroom, the writer has reviewed a number

of relevant studies conducted in different parts of the world and at different times

Surveying students and teachers at his Puerto Rican university with regard to

using their mother tongue (i.e Spanish) within their English classes, Schweers

(1999) finds that 100 percent of the teachers feel Lval Spamsh should be used in

their Inglish classes Ie concludes by encouraging teachers to employ L1 so as to

promote dynamicity in the classroom, provide a sense of securily and activale

leamers’ experiences Sharing the similar findings, Tang (2002) in his study conducted in China adds two more reasons for using L1 in L2 classrooms including effectiveness and being Jess time consuming The study reveals that the usc of 1.1 in

L2 classes doesn’t hinder L? learning but helps teaching and learning

In his paper on using Li in EFL classrooms, Agel (2006) investigates the instructors’ and studeri's’ reactions lo using Arabic language in teaching FFT in the

10

Department of English and Modern European languages at Qatar University It was found that all of native Lnglish teachers and 62.5% of teachers of inglish believed

that, Arabic was accepted in EFT teaching The researcher then recormmmended the

judicious use of L1 in EFL classroom when it is “the shortest possible way” for

students to understand the requirements

Conducted in the same context of Arab, the study by Salah & Harrah (2012)

shows that the attitude of the teachers toward Arabic use in the EFL classroom is

moderale by a mean of 3.51 Tt also shows that teachers were aware that the

axcessive use of Arabic may hindor learning; therefore, thair use of Arabic appeared

to be limited

Cianflone (2009) conducted a rescarch on L1 use in English courses at the University of Messina in Italy ‘The results reveal that the interviewed teachers seem favorable 107.1 use in terms of explaining grammar, vocabulary iloms, and dilTicull concepts as well as getting general comprehension He concludes that in university

level, such use may save time and increase students’ motivation

Tnvestigaling the mother longue use al clomenlary and secondary schools in the context of Israel, Timor (2012) shows a positive viewpoint of teachers regarding

the use of Hebrew as [.1 in RFT classroom Tt is indicated that most of elementary

and secondary teachers see the benefils of using mother tongue as a useful tool to teach grammar, vocabulary, to give instructions, handle discipline problems It is

also concluded thal Hebrew is used more frequently by elementary Leachers rather

than by secondary ones

Studying the issue at the same similar level of students in English classroom

in Korea, Rabbidge and Chappell (2014) indicates that despite the need of target language exposure, all participating teachers acknowledge the importance of

English and Korean in the classroom These researchers conclude that teachers’

reasons for using Korean as mother tongue arc to motivate students, to help them in the progress of scaffoldmg leaming and to build a relaxing learning environment

In Vietnam, many researches were conducted in high schools and there are some in universities ‘Ihe results in the study by Kieu Lang Kim Anh (2010) which investigates the teachers in three universities in Ho Chi Minh City presents the possible useful role of Vietnamese in several situations but it should not be overused Besides, it is reported that 83% of the teachers participating in the investigation al Ba Vi high school highlighted the posilive effects of T.1 on facilitating students’ comprchension of English, and buildig a comfortable environment for English classes (Nguyen Thi Nho Quynh, 2011) Conducted in an English eenter for young learners in Hanoi, the study hy Phung Thi Hien indicates that the use of Vietnamese was an unavoidable phenomenon in English classrooms for young leamers Teachers have positive attitudes towards to the use of Vietnamese im Fnglish language classroom but it varies in lens of

occasions in different-aged classes

1.3.2 Amount of mother tongue use

Evidence from a variety of contexts shows that there is a wide discrepancy

‘between official recommendations and the practice actually observed or reported in

classrooms For example, Turnbull (reported in Turnbull 2007; Turnbull & Aruett 2002) analyzed the L1 and TL ‘functional units’ in the discourse of four teachers of

French in Canadian secondary schools He found that the use of Ll (English)

ranged from 28% to 76% Kam & Elder (2005) examined the discourse of seven

native speaker secondary-school teachers of Japanese, Korean, German and French

in New Zealand and found a range from 12% to 77% use of the students’ Li

(English) In South Korea, Liu et al (2004) calculated the percentage of L.1 (Korgan)

and ‘TL words in the lessons of thirteen high-school teachers of English and found thal their use of T.1 ranged from only 16% (in a “model lesson’ mlended to

demonstrate Teaching English Through English polivy) to 90% The overall average

12

was 40% use of L1, but in view of the special nature of the data (the teachers supplied their own audio recordings), the researchers suggest that the teachers’ own estimate of 68% use of 1.1 may give a more reliable picture of their day-to-day practice ‘Lhese and other studies support the conclusion reached by Maearo (1997) (as cited in Littlewood & Yu, 2009) in summing up the results of several studies, including his own delailed investigalions af TL and 1.1 use by secondary-scliool teachers in the United Kingdom, that exclusive or near-exchusive use of the TL “is rarely encountered in any leaming context apart from [classrooms with mixed L1

leamersƑ

1.3.3 Situations of mother tongue use

Tn contrasl to the ideas om “REnghsh only classroums”, the researchers

have investigated the advantages of mother tongue use and they look over in

what situations the teachers and students use the mother tongue Atkinson

(1987: 243,244) provided oxlonsive knowledge mm whore to use mother tongue in language classrooms:

1) Bliciting language (all levels)

2) Checking comprehension (alll levels)

3) Giving instructions (early levels)

A) Co-operation among, learners

5) Discussions of classroom methodology (carly levels)

6) Presentations and reinforcement of language (mainly early levels)

7) Checking for sense

8) Tosling

In her article, Auerbach (1993, p9) listed the reasons of using mother

tongue as: a) Negotiation of the syllabus and the lesson; b) Record keeping; c)

Classroom management; d) Scone selling; ¢) Language analysis; {) Prosontation of rules governing grammar g) Phonology, morphology and spelling: h) Discussion

of cross-cultural issues; instructions of prompts, i) Explanation of errors; 3)

Assessment of comprehension

In the eontext oŸ Vietnam, the findings in the study by Kicu Hang Kim Ảnh (2012) indicate that the three reasons which the teacher participants chose with the highest fi

better’ (75%), “helping students understand difficult new words more clearly’ (67%) and ‘making sure that students understand the lessons’ (50%), The findings of the study by Nguyen Thi Nhu Quyzh (2011) also highlighted some siluations in which

cqueney were ‘helping siudenis undersland complex gramumatical poinls

Vietnamese appeared to be a helpful option Data from her research instruments revealed that the most common uses among the teachers were using Vietnamese for explaining complex grammar structures, giving the meanings of new words, and clarifying the difficult abstract ideas She indicates that the use of Vietnamese in these situations not only made the teachers feel mare confident but also help students understand the essen better

CHAPTER 2: METHODOLOGY

2.4 Setting and participants

2.2.1 Setting

24.14 General information about May School

The study is conducted in one of three locations of an English center in

Han (ic May School) Tt was established in 1996 as the first center in Hanot

specializing in teaching English to children, Ever since, it has upheld its reputation

as the leading school for children in Hanoi

May School's proslige was made nol only by its elikelive teaching methodology but by a thorough understanding of the development needs of children

as well From the beginning, the school’s main aims have been to identify these needs and to carefully address thom by providing the students with a safe, productive and rich leaming environment in which to learn Lnglish as well as essential life skills

‘Their modern teaching methods are the result of a 20-year continuous development and research into the ELT field With a communicative approach to leaming, four skills of listening, speaking, reading and writing are focused so that

students can communicate in English in real life Also, by acknowledging the

different learning styles of students, they have made sure that the English learning experience al May School stimulates as many senses as possible through the use of visual aids, songs, realia and fun activities

2.1.1.2 Students and English classes in May School

The children age in May School ranges from five to thirteen years old ‘here are from ten to eighteen students in each class and most of them are at the same age

In every class, students sit on chairs in U shape and use flexible tables when needed Hach class also benefits from a weekly session with a native English speaker in order to put into meaningful practice the language learned with the class teacher,

15

which allows the students to develop a natural flucney pronunciation and speaking skills as well as benefit from this inter-cultural exposure Because students from

five to six have two thirds of their learning lime with their foreigner

thors, Uhis

study focuses on researching the students at the age from seven and up

The class division is mostly based on students’ age In the third location of May School where the study was conducted, there are three main levels based on

the Cambridge Framework which are Starters, Movers and Flyers Students in all

researched levels have one hour wilh foreign teachers out of four learning hours per

weok, With particular age of stadents, Victnamese teachors are asked to co-teach

with foreign teachers or to be out of the classroom This research studies only the

perspective of Vichwanesc teachers loward using mother tongue when there is nc

foreign teacher in their classroom

The teaching curriculum in May School is quils complicated, depending on the students’ age when they come to class May School is gradually changing it by replacing some course books Therefore, two classes of a sub level are using the

same course book but the time they are in May School may be different; and two

classes may be in different age while they are learning in the same level At the time

of this study conducted, MS were using Oxford Phonics World | for students at five and six, Our World 1 for students af seven and eight, Family and friends sertes for students from nine to twelve and Kid’s Box 5 and Kid’s Box 6 for 13-year old

students and up

2.2.2 Participants

Five Vietnamese teachers who are teaching different level classes in the third location of May School vohunteered to take part in the study They are within the 24-93 year age bracket and all of them are female because there is no male teacher

of English in this location of May School, ‘The interviewed teachers were given

pseudonyms — Nguyen Nhien, Nguyen Thuy, Do llang, Thanh Ioa and Quynh

16

Trang Although they come fiom various educational backgrounds all these five teachers graduated from universities and colleges, majoring in Lnglish teacher training, and they already passed the intensive raining course in leaching English for kids which is the compulsory condition to work in May School Hach of them is teaching about three classes including low level and high level ones Like students, all of these teachers are nalive speakers of Vietnamese Their detailed information is

shown in the table below

Name

Uni ity graduated

Nanyen Thuy 2A > 2 years Tnternaticnal Stee

Do Tong 33 12 years Mlanoi Teacher Training College

Table 1: Participating teachers’ profile 2.3 Duta collection instruments

2.3.1 Group interview

After a group interview with five female teachers, ton observations were

conducted to gain more insight into the teachers’ current classroom practices Watts and Fbbuil (1987), as cited in Cohen, Manion & Morrison (2007, p373), claimed that group interviewing as a means of collecting data in educational research was the potential for discussions to develop, giving a wider range of responses than

individual interview Tr addition, all the merviewed (cachers have been working i

the same Hnglish center (1 May School) for at least two years, and they were

aware of the topic discussing, which was why group interviewing was useful in this

case, as Watts and Ebbutt (1987) cxplained, To avoid off-topic responses, a list of questions was prepared as a guide Also, researcher could have some adjustments duc lo the interviewees’ answers The inlerview was recorded Lo transcribe Jater

2.3.2 Classroom observation

In the study, to get information about the practice of teachers’ L] use in EFL classes in May School, the researcher observed ten different level classes during one hour without any (oreign leachers Tn all observed lessons, (he researcher played the role of non-participant observer, sitting in the comer of the class and taking notes

All observed lessons were audio-taped and then transcribed laler

1n May School, each level has two sub-levels A and B ‘Two classes from zach sub level were chosen to be observed based on the convenience of the teachers and the rescarcher, It moans the researcher observed two classes of Starters A, two

of Starters L, two of Movers A, two of Movers 13 and two of Flyers B because there were no classes in the level of Flyers A in May School at the moment of researching Classes are named after short letters of the level followed by a number, Hor example, classes in level of Starters A are named SA with a number followed Teachers normally just need to look at name of the class to know which level it is in, Due to the difference in class management system, two classes int the same Jevel may be al different age and vice versa Information of observed classes is shown in the

followinys lable