Luận văn using the textbook practice maths 1 to teach maths in english to first graders at minh khai 1 primary school difficulties and some suggested solutions

‘Table 3: feachers’ self-evaluation of their training: Table 4: The nai Table 5: The t ssily of bs ng well-trained hers” ideas on language used in the leaching and learning Ta

VIETNAM NATIONAL UNIVERSITY, HA NÓI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES:

FACULTY OF POST - GRADUATE STUDIES

(Sử dụng sách giáo khoa “Practice Maths i” dé đạp Toán bằng Tiếng Anh

cho học sinh khỗi 1 tường tiêu học Minh Khai 1- Khả khăn và một số giải

pháp)

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 60 14 10

Hanoi - 2013

VIETNAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

(Sữ dụng sách gido khoa “Practice Maths 1” dé day Todn bang Tiéng Anh

chớ học sinh khôi I truéng tiéu hoc Minh Khai 1- Khé khan và một số giải

pháp)

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology

Code: 60 1410

Supervisor: M.A Neuyén Thi Minh Tam

Hanoi - 2013

4, Scope of the study

Significance of the study

Methods of the study

PART I: DEVELOPMENT

Chapter 1: THEORETICAL BACKGROUND

1.1 Content Language Integrated Leaning

1.1.7 Overview of Content and Language Integrated Learning

1.1.2 Core features of CLIL Methodology

11.3 Why CLIL for youngsters

1.1.4 CLIL Teacher Competence

1.2 Review of related studies

Chapter 2: Research Methodology

3.1 The Curert Situalion of Teaching and Learning al Minh Khai Iprimary

2.1.1 The Contexr

2.1.2 The Course Ohjecttves

2.1.3, The Material Description

2.2 The research methodology

2.2.1 The informants ¬ 15

4.3.2 The Data Collection Instruments ` 15

2.3.2, Data analysis of students’ survey questionnaire 35

3.1 Research question 1: ‘fo what extend is the textbook Practice Maths 1 used to teach first

3.2 Research question 2: Whal are the difficullics thal teachers and studsnts face when

3.2.8 Students’ mixed levels of proficiency in English and their motivation 32 3.3 Research question 3: What are suggestions solutions to overcome the difficulties in

3.31 Modifying the teaching syllabus to fit students’ level and teaching

3.3.2 Improving the teaching and learning facilities 33

3.33 Regrouping students in smaller classes according to students’ level

3.3.4 Professional developntent program for teachers 33

3.35 Adapting the textbook to fit students’ levely and learning

LIST OF FIGURES

Figure 1; The 4C’s Framework of CLIL (Coyle, 2011)

Figure 2; The Language Triptych (Coyle, Hood, Marsh, 2010) 7

vin

LIST OF TABLES

Table 1: Teachers’ ideas of the implications of using the textbook “Practice Maths 1”

‘Table 2: The teachers’ ideas about the focus of the couse

‘Table 3: feachers’ self-evaluation of their training:

Table 4: The nai

Table 5: The t

ssily of bs

ng well-trained

hers” ideas on language used in the leaching and learning

Table 6: Teachers’ seli=report on when to use Vietnamese during the lesson

‘Table 7: Teachers’ self-reported ftequency of using teaching aids in teaching

Tabla 8: The icachers® altitude of students" language proficicney levels

Table 9: Teachers’ perception of the difficult level of the Mathematics vocabulary in the textbook

Table 10; Teachers’ attitude on the effectiveness of teaching English for Mathemetics by

the textbook “Practice Maths 1”

‘Table 11: ‘Feachers’ attitude on how to teach the textbook effectively

Tabla 12: The usc of difforoul organization types of classroom aclivities

Table 13; The design of the activities in the textbook

“Table 14: Can students learn English for Maths in Practice Maths 1

Tabla 1S:Teachers? difficuttios in using the textbook

Table 16; The necessity to teach Maths through English to first graders

‘Table 17: ‘Teachers’ preference in choosing the textbook

Tabla 18:Teachers’ suggested sofutions lo overcome their difficulties

Table 19:Students’ pretérence for learning English for Maths lessó

“Table 20: The number of English for Maths periods per week

Table 21: Do all teachers use Practice Maths 1

Table 22: The language used in the lesson

‘Table 23; Would students choose the textbook if they are allowed to

Tabla 24; Teachers” wie of Victnamesc in English for Maths lessơn

Table 25; Vocabulary in Practice Maths 1

‘Table 26: Students’ self-report on what they gained after the lesson

Tab

Tab Students’ y

‘Table 29: ‘The students’ affirmation of difficulties

nec af textbook exerci:

B moc af learning activities

PART T: INTRODUCTION

1 Rationale

Content and Language Integrated Learning (CLIL) has become the umbrella term describing both leaming another (content) subject such as Maths or Science through the medium of a foreign language and learning a foreign language by studying a content-based subject In ELT, forms of CLIL have previously been

known as 'Content-based instruction’, “English across the curriculum” and “Bilingual

education” This approach in education started in Europe in 1970s and has been

spreading widely since 1990s In Vietnam since 1998 when a pilot project invelving

the teaching of Maths and Soience through English at Grade 1 started in Ilo Chi Minh, the concept of English Bilingual Education (EBE) or the Lerm Comer and Language Integrated Learning (CLIL} was little known, CLIL lessons have only

been described as modem subject lessons like those that cauld also take place in the

leamers’ mother Longue The question of the linguistic side of CLIT and above all of the integration of content and language requires further considerations Language plays a central role in the teaching of any subject It is undeniable that the textbook plays an important role in foreign language leaching since il delormines the major part of classroom teaching and student learning Although choosing a textbook is daunting, it has a significant influence on the ability of students to meet their language learning objectives and aflects both the process of learning and outcomes Nevertheless, as Swales (1980) states, textbooks, especially course books, exhibit

problems and in extreme cases are examples of educational faihiwre Thus to have a

successful language teaching program, it is necessary to have good materials, and to make the most effective use of a textbook, it is necessary for teachers to carefully examine all aspects of the textbook and compare it against an assessment tool The present (extbook taught at Minh Khai 1 Primary school is Practice Maths 1 To some

extent, its content meets the teaching and learning’s objectives such as the objectives

in vocabulary and reading skill development However, the best exploitation of the book are nol yol aclieved Teachers still find it hard lo bridge the gap between language level of proficiency of first graders and the language proficiency level

required to do all the tasks and activities in the textbooks The lack of teacher book and teaching facilities also poses a big challenge 1 the quality of leaching and Jeaming, Though this material has beon used at Minh Khai 1 primary school for several years, no evaluation or consultation has ever been conducted to check its

strengths and weaknesses and Lo sec how well if can suil the desired and aliainshle

goals of the course As a teacher of English at Minh Khai primary school, [ myself also use Practice Maths 1 to teach my students Maths through English at their very

first grades; and T therefore have first-hand experience in how hard it is to use the textbook Practice Maths 1 to teach Maths through English to the first graders in the school I am fully aware that, the only way to improve the teaching and learning quality in the Teach -Maths-through-English program here is to conduct a study on the real teaching context and the difficulties that teachers and students are facing Only when the difficulties are found could solutions to overcome those difficulties

be suggested For those reasons, the lopic “Using the texthuok Practice Maths Ï to teach Maths in English to first graders at Minh Khai 1 Primary School -

Difficutties and some suggested solutions” was chosen as the theme for my minor

MA thesis

2 Aims nf the study

The stuly ix carried out with the hope to be some of help to improve the effectiveness of the teaching other subjects through English at primary school ‘the

major aims of the study are

- to explore the context of using the textbook Practice Maths | to teach 1” graders at

Minh Khai | Primary school

- lo investigate the difficultics that teachers and learnors are facing with ím their

teaching and leaming Maths through the textbook Practice Maths 1

- to suggest some solutions to overcome these difficulties

3 The research questions

The general goal of this research is to look into teachers’ difficulites in teaching Maths in English to first graders at Minh Khai 1 primary school To this end, this rescarch tries to answer the following questions:

1 To what extent is the textbook “Practice Maths 1” used to teach 1" graders at

Minh Khai 1 Primary school, Thanh loa?

2 What are the difficulties that teachers face when using the Practice Maths 17

3 What are suggested solutions to overcome the difficulties in using Practice Maths

1?

4 Scope of the study

The study is scoped down to collect data from the teaching practice at Mimh

Khai 1 primary school, with the use of the Lexthook Practive Maths 1 i the CLIT

approach only ‘the study therefore onty focuses on evaluating the appropriateness of the use of the textbook and the objectives of the “Bilingual Program” for first graders, and on the finding difficultics that teachers arc facing using this textbook in this program Solutions suggested in the study are applicable to the teaching and learning context in Minh Khai Primary 1 school only

5, Significance of the study

The textbook Practice Maths 1 has been used to teach Maths through English

to 1* graders of the Bilingual Program in Minh Khai 1 primary school for 3 years now, but there has never been any study on this teaching practice, despite certain facts about the shortcomings of the hook and the teaching-Maths-throngh-Rnglish program This study is therefore conducted as the first vllort to cheek the appropriateness of Practice Maths 1 to the teaching context in Minh Khai | Primary

school, the effectiveness of using this textbook, the difficuliics that teachers and

students are facing in the program, and to suggest some solutions to these problems

6 Methods of the study

‘This study is conducted using descriptive and analytic methods, with survey questionnaires as the data collecting instruments In general, the analysis and arguments in the thesis is based on qualitative explanation and reasoning The survey

questionnaire as the data collecting instrument provides the writer with the quanlilalive dala needed as the evidence of the real exploitation of the textbook, the teaching aids and class activitics Tho quantitative data also play the role of

informing the writer some real-life trends in the attitudes and evaluation of the

informants about related iasucs These methods are described in detail in chapter

two

7 Organization af the study

Besides Introduction and Conclusion, the Development includes 3 chapters: Chapter 1 Literature review provides a theoretical basis for the study: the approach of Content and Language Integrated Learning (CLIL) with some basic

concepls, features and methodology:

Chapter 2 — Methodology — includes an overview of the approach used in conducting the study It also provides a through description of the data collection procedure as well as the analytical procedure

Chapter 3 Major findings and discussion reports the findings of the survey and discuss.

PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Content and Language Integrated Learning

1.1.1 Overview of Content and Language Integrated Learning

“Content and Language Integrated Leaming (CLIL) is a dual-focused

educational approach in which an additional language is used for the leaming and

teaching of both content and language” (Coyle, Hood and Marsh 20101) CLIL is

generally defined as a pedagogical approach which has a dual (integrated) aim:

learning of the subject matter (content) and learming of the (second/foreigm/target)

language used as the modium for the content As delincd in page 2 of Content and Language Integrated Learning (CLIL): a Handbook for teachers by Cambridge

ESOL, CLIL can be depicted as follows

CLIT, describes an evolving approach to teaching and learning where subjects are taught and studied through the medium of a non-native language The experience of learning subjects through the medium of a non-native language is

move challenging and intensive as there ix more exposure to the language and

learners acquire knowledge and skills in different areas of the curriculun Ln CLIL, learning a curriculum subject in a second, third or sometimes fourth language mvolves drawing on effective pedagogical practice from a range of different educational contexts Curriculum subjects apart from languages are taught through the target language [ ] In Primary contexts, CLIL programmes are commonly delivered by non-native subject specialists or by English language teachers

CLIL aims to create an improvement in both the forcign language and the non-language area competence, general categories being motivational and cognitive impact of the posilive altitudes triggered hy using CLIT, and the Tinguistic and methodological utilisation of the non-language content material It is believed that content, e.g mathematics, and a foreign language, ¢.g, Dnglish, can be better

developed through gradual interplay (25 — 100 % of the content is taught in a foreign language) (Pavesi et al., 2001)

In CLIL, high quality teaching and leaning fit for 21" century classrooms

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

pluricultural learning outcomes It sees language as out greatest learning tool and it connects learners to the visions and realities of language using for different purposes

at different times According to Coyle (2005), Cs Conceptual framework consists of

Content — Subject matter, Communication — language learning and using, Cognition

— learning and thinking processes and Culture — developing interculture

understanding and global citizenship

Fig.1: The 4Cs Framework of CLIL (Coyle, 2011)

The 4Cs framework for CLIL starts with content (such as subject matter,

themes, cross-curricular approaches) and focuses on the interrelationship between

content (subject matter), communication (language), cognition (thinking) and culture

(awareness of self and ‘otherness’ to build on the synergies of integrating leaning

(content and cognition) and anguage learning (communication and cultures)

Framed in such a way, CLIL thus unites learning theories, language learning theories and intercultural understanding,

In the CLIL approach, language is seen as the learning tool which operates in three ways: OF, FOR, and THROUGH language

Language for learning Language through learning

Fig 2 The Language Triptych (Coyle, Hood, Marsh, 2010)

Such an integration in CLIL enables it to motivate both teachers and learners

by integrating content into language, thus develops learners’ linguistic confidence and competence, even set the good ground for building global citizenship &

intercultural understanding

Johnstone and McKinstry (2008) point out some advantages of the CLIL approach:

© CLIL develops confident leamers

CLIL enhances academic cognitive processes and communication skills

e CLIL encourages intercultural understanding and community values

¢ Learners become more sensitive to vocabulary and ideas presented in their

first language as well as in the target language

Leamers gain more extensive and varied vocabulary in the target language

language

e Learners reach proficiency levels in all four skills of Listening, Speaking

Writing and Reading

1.1.2 Core features of CLIL Methodology

Mehisto et al (2008) summarize six core features of CLIL.

First of all, CLIL approach makes the teaching and leaming a dual-focus,

ever multiple-focus process, which al the same lime serve more than one fumetion as

follows:

Supporting language Jearning in content classes

Supporting content Ieaming in language classes

Integrating several subjects

Organtizing learning through cross-curricular themes and projects

Supporting reflection on the learning, process

‘Teaching and learning in a CLIL approach can also create a safe and enriching learning environment by

ways:

Using routine activities and discourse

Displaying language and content throughout the classroom

Building student, confidence lo experiment with language and conten!

Using classroom learning centers

Guiding ac

lo authertic learning malcnals and environmenis Increasing student language awareness

Such a learning environment in turn authenticity to be maximize in different

Letting the students ask for the language help they need

Maximizing the accommodation of students’ interests

Making a regular cormection belwecu learning and students’ lives

Connecting with other speakers of the CLIL language

Using current materials from the mecha and other resources

Accordingly, students take a self-motivated part in their learning “CLIT

induces the Icamer to be more cognitively active during the learning process” (Van

de Craen, P, Mondt, K, Alain, L and Gao, ¥ ( 2008) Such a view point is

understandable because

* Students communication more than the teacher

* Students help set content, language and leaming skills outcomes

«Students evaluate progress in achieving learning outcomes

@ Tavoring peer co-operative work

© Negotiating the meaning of language and content with the students

Teachers acting as facilitators

The process of teaching and leaming is therefore a scaffolding process in the

sense that it builds on a student's existing knowledge, skills, attitudes, interests and

experience Tn CLIT classes, knowledge, when tanghl in a forcign language, is repackaged in user-friendly ways and leamers are given chance to work in their different learmmg styles The approach thusfosters crealive and critical thinking Moreover, it also challenges students to take another step forward im leaming and not

just coast in comfort Marsh (2000) therefore believes that CLIL can also have an

impact on conceptualization — how we think

CLIT approach is also ideal in developing cooperation helwecn teachers and learers and among leamers he approach also involve parents, and even local

community, authorities and employers in orienting and supporting students’ learning 1.13 Why CLIL for youngsters

Thore are many advantages to the CLT approach as mentioned above; but the outstanding advantageous feature that works in educating young learner is: it develops confident learners and enhances academic cognitive processes and communication skills According to Slattery & Willis (2001), characteristics of young leamers (YLs) when acquiring languages can be illustrated in figure below:

Li

learn things through playing; they are not consciously trying to learn new words or phrases — for them

it’s incidental

love playing with language

sounds, imitating, and making

can plan and organize how best to carry out an activity

can work with others and leam from others

can be reliable and take responsibility For class activities and routines

= not able to read or write in Lt;

important to recycle language through talk and play

+ their grammar will develop

gradually on its own when

exposed to lots of English in context

Fig 3: Characteristics of Young Learners in Language Acquisition (Slattery &

Willis, 2001)

Marsh (2000) sees that, regardless of the differences in how the brain works

as a child grows older and becomes an adult, a key issue in ‘picking up’ languages

relates to the opportunities we have for learning languages This is where CLIL can

be of interest One reason why very young children seem so good at picking up

language is often to do with the naturalness of the environment around them A

language classroom, where learners go through the often difficult process of sorting

out sounds, structures, grammar or vocabulary is rarely natural The language classroom is essential for the learner to understand the ‘nuts and bolts’ of language —

the architectural plans But there is rarely enough time in the classroom for the

language teacher to go beyond this essential part of the learning process Learners need time to build things with the ‘nuts and bolts’ — to build the house which they see in theory on paper The best way to acquire language is therefore provide them a chance for natural language acquisition: language is acquired when children learn to

do things, when they learn other subjects using the language, What CLIL can offer to young leamers of any age, is a natural situation for language development which

1

builds on other forms of leaming This natural use of language can boost a young leammer’s motivation and hunger towards learning languages TL is this naluralness which appears to be one of the major platforms for CLIL’s importance and success

in relation to both language and other subject learning Thus far, CLIL is appropriate lor primary education, whan students’ conceptual mapping can be easily buill up, so that what teachers are doing is providing opportunity to learn to “think” in the language not just to leam about the language itself as the major learning focus CLIL enable both subject knowledge and language skills lo develop at the same lime,

1.14, CLIL Teacher Competence

As students learn both the subject knowledge and the language skills in a CLIL class, teachers have to be generally competent enough to cover the subject knowledge and skills and their application CLIL teachers should therefore have a good command of the target language and resort to the learners’ mother tongue with care, For kearners, however, code switching is a natural communication strategy, and teachers should allow it, particularly in the first stages of CLIL Secondly, teachers’ lask im this ficld is to Mexibly adapt their instructional supporl bearing in mind thal in order to enable incidental language leaming, i.e language acquisition in the learners,

their main concem should be to scaffold them on their way towards achieving

mathematical compelences Leamers, whose allention is focused on the non-

linguistic content, need to have access to spontaneous speech, preferably in an

interactive context

Thus one of the conclusions, further supported by the experiences from schools where CLIL is alrcady in operation, is that CLIL calls for an interactive teaching style Verbal input should be accompanied with the use of visual and multimedia aids Moreover, young leamers should be given opportunities to promote holistic ways of learning and to learn from practical, harids-on experiences

Language‘commaunication-haved competences

Whereas int an English class, communicative competence is the ultimate aim

of teaching, and involves both accuracy and fluency, the main aim of teaching other

languages through English, eg teaching inathematics through English is to develop

12

mathematical thinking Learning mathematics includes appropriating ways of speaking mathematically, thal is, leaming the language of mathematicians” (azkis, 2000) In schools the mathematical language comprises both formal and informal components

CLIL teachers should therefore have a good command of the target language

and resorl lo the learners’ mother tougue with care For learners, however, code

switching is a natural communication strategy, and teachers should allow it, particularly in the first stages of CLIL Teachers’ task is to flexibly adapt their instructional support bearing in mind that im order to enable incidental language leaming, i.e language acquisition in the leamers, their main concern should be to scaffold them on their way towards achieving mathematical competences Learners,

whose allention is focused on the non-lnguistic content, need lo have access 10

spontaneous speech, preferably in an interactive context

Methodology-based competences

Teachers’ task is to enable students to develop their individually different process of knowledge building and meaning construction as well as positive attitudes (De Corte, 2000) Continue with the

Class management competences

Teachers’ (ask is to identify and use duallovused activities which simultaneously cater for language and content aspects Krom the point of view of

class management, a qualified CLIL teacher should be able to decide whether

teaching the whole class, groups, pairs, or individuals 1s appropriale [or parlicular leaming purposes, should be able to maimain Jeamers’ interest and motivation through relevare learning opportunities, and o consider lime management

13

In summary, CLIL has been proved to be an approach suitable to teach young learners subjects through the English The approach has many advantages and it is quite demanding in terms of methodology and teachers’ competence requirement The approach has been proved to be feasible in Buropean countries for about three decades now Though il is quite new and nol fully applicd in the Vietramese teaching context, the approach, with all its features and advantages described, is applicable in the Bilingual iducation Program at Minh Khai Primary school, and it is bemg used here

1.2 Review of related studies

As mentioned in the previous sections, CLIT has long been successfully applied in Huropean countries, with many research works elaborating on the key features, the advantages, the possibilities, even the limitations of it like in Marsh (2000), Pavesi, M et.al (2001), Coyle, D., Hood, P., Marsh, D (2010), Mehisto, P., Marsh, D., Frigols, MJ (2008)

In Vietnam, though CLIL has been applied in the so-called Bilingual Education in some schools in Vietnam, there is, to the best of my knowledge, published works on the application of CLI in teaching and learning

As regards research works in material evaluation, here have heon many MA theses

conducted to evaluate the English textbook or the course book being used in different institutions in Vietnam, but the aim of evaluating a CLIL text book used to

teach Maths through English for first graders at a primary school as sel oul in this

thesis seems to be the first attempt in the field of CLIL material evaluation ‘The

writer of the thesis thus choose “Using the textbook Practice Maths 1 to teach

English for Mathematics tu first graders ot Mink Khai Primary School -

Difficuities and some suggested solution” as theme of her MA thesis with the hope

to make a new and useful contribution ta the development of CLIL in Viemamese

leaching context

14 CHAPTER 2; THE RESEARCH METHODOLOGY 2.1, The Current Situation of Teaching and Learning English at Minh Khai primary school

2.1.1, The Context

The study was conducted at Minh Khai | primary school, one of the famous public schools in Thanh Hoa City In this school, English has always been regarded

as an important subject there At present, there are four English teachers in the

school, and they are all involved in the Bilingual Program of the school All teachers

already have B.A degrees in English, but net in young leamers education Most of

them are active, enthusiatic, and full of inspiration for teaching, and most

importantly, they love their students and always try to enhance their teaching quality

To meel the pressing need of sociely for fulure generations who are competent in using English in both their social life and jobs, in the school year 2009, Minh Khai 1 primary school piloted an intensive Linglish program at grade 1 with 2

periods (a period lasis 35 murmiles) per week At the start in 2009 with 80 students in

grade 1 participating in the program ‘This program aims at teaching Maths through English to first graders, whose levels of proficiency in English are mostly beginners

2.1.2 The Course Objectives

The main objectives of the course are set out by the leaders and teachers at Minh Khai 1 primary school as follows

At the end of the course, students will be able to:

- gradually become familiar with lessons of Maths in English

- listen and read with comprehension, follow instructions, and solve Maths problems related to certain basic mathematical convopts like the calculations of additions and subtraction, comparison between numbers from 1 to 10, and some basic geometrical representations in English

- conduct simple oral interactions to learn Maths through English

2.1.3 The Material Description

15

The textbook Practice Maths 1 was published by Education Publishing Ilouse

of Vietnam in 2009 The book consists of 24 units and 5 Cumulative reviews Bach unit contains two lessons, both with key concepts and practies, The book is divided into two big parts for the use in two semesters: the first part comprises 9 units and 2

Cumulalive reviews, all of which focus on ihe numbers [rem 1 to 10, and some basic

geometrical forms like square, circle and triangle The second part centers around the calculations of additions and subtractions within 10,

2.2, The research methodology

With such research questions as just restated, the methodolagy with the following steps has been conducted

2.2.1 The informants

The informants of the study were from two sources: from 80 first grader students who are involving in the Bilmgual program and all of the four English teachers teaching at Mink Khai 1 primary school

Lighty students were selected by ramdom to go in for the research and to

parlicipate in dhe survey questionaire

Four English teachers who have heen teaching English were invited to take pait in the survey questionnaire It was hoped that their experience would be useful for this study

2.2.2 The Data Collection Instruments

‘The instruments in this study are questionnaires, which are said to be a telalively popular instrumeri to collect data, ard espectally suilable with large

number of informants There are two questionnaires used, one is for teachers, the

other is for students In order to avoid misunderstandings, all the questions for both teachers and students for the survey questionnaires were wrillen and administered in

16

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

school, the difficulies that teachers face when using the Iextbook m to meet the

objectives of the program in such a teaching context Some questions in the questionnaires aim to seek for suggested solutions to overcome the difficulties in using the textbook All of the four Leachers informants did provide suggested

solutions which are what they have actually piloted in their own classes,

‘The questionnaire for the students comprises 10 items in which question 1, 2,

3, 4, 5, 7, 10 were the open-ended questions and questions 6, 8 were open questions The questionnaire is designed in order lo find out the prominent difficulties students face in learning Maths through Kuglish and reflect their attitudes and evaluations of the leaming-Maths-through-English program that they are participating It was

delivered to 80 students

2.2.3 Data collection procedure

The questionnaire for the students was administered to 80 students during

their Maths in English lessons Before the questionnaire was delivered, the reseacher

spent time to explain of the survey questionnaire’s purpose, the requirement for the

parlicipanis and anawer any queslions made by the parlicidants The participants were also encouraged to ask if there was anything in the questionnaire they did not understand Then they were instructed to take as much time as they needed to complete the questionnaire The students’ response rale was 100%,

Tifferently, the teachers were requested 10 complete and return the questionnaires in one week to ensure that they would have enough time to give

detailed and accurate information There was a retum rate of 100% from the

teavhors Tn brief, there were 80 responses from students and 4 responses from

teachers being coded for statistical analysis

17

In order to indentify teachers’ difficulties in using the textbook Practice

Maths 1 to teach Maths in English to the first grader, a questionnaire (see Appendix 1) was delivered to 4 English teachers who have been teaching the Bilingual program at Minh Khai 1 primary school This questionnaire consisted of 18 questions with the followirys categories:

- The teachers’ reflection on the use of textbook Practice Maths 1 to teach

Lnglish for Mathematics to the first graders

- Teachers? report and evaluation of the difficultics that they are facing in

using Practice Maths 1 to teach

- Suggested solutions from teachers to overcome the difficulties

@ Teachers’ reflection on the use of Practice Maths £ to teach first graders

at Minh Khai 1 Primary school

Question 1: What is the main purpose of using the textbook| No of %

Tlelp students gradually become familiar with Maths in A 100 English

Help studenis read, wrile and answer mathematical eoncepis in 7 25 English

Help students know how to use knowledge learned in leaning 2 50

Table 1: Teachers’ ideas of the implications of using the texthook “Practice Maths

I”

The data in table 1 showed that all the teachers (100%) thought that the

implications of using the textbook “Practice Maths 1” were students’ familiarity wilh

Maths in English Some teachers (50%) thought that using the textbook was to help

students know how to use knowledge learned in learning Mathematics and other

subjects A minority of teachers (25%) thought that the implications of using the textbook was to help students read, write and answer mathematical concepts in Lnglish Therefore, it might be said that the teachers’ understanding of the

18 implications of using the textbook “Practice Maths 1” to teach maths in English to

the students positively affects the lessons And the implicz ions of using the textbook

“Practice Maths 1” to teach maths in English to the first grader were to help students familiarize with maths in English

Question 2: Whai are the objectives of the emarse? No af 9

Table 2: The teachers’ ideas ubout the focus of the course

‘Table 2 showed us the results of the teachers’ ideas about the focus of the

course Tt cart be seen thal iost teachers thought that the focus of the course was

teaching both Maths and English This mcant that English teachers have to teach Maths through Linglish

Question 3: Did you receive any training in teaching English to No of Ta primary school children before teaching this program? informants

English to primary school children before taking part in this program

Question 4: If you choose “Yes”, fo question 3, say how useful| No of | %

did you find that training to your teaching? mfnmards

19

Table 4:The necessity of being well-trained From the table we can see that, 25% of the teachers received the training which lasted 2 days They think that it is useful to their teaching

English to explain diffieull words or concepts to the students

Question 6: When do you use Vietnamese during the lesson? No of | %

informants

‘To explain difficult words and structures 3 75

Table 6: Teachers’ self-report on when to use Vietnamese during the lasson

The numbers in table 6 shows that 75% of the teachers in the survey use

Vielnamese give instructions, explain new words and structures to their sludents,

they also use Victnamese to explain difficult words and structures, 50% of them use Vietnamese to guide students to do exercises ‘This meant that teachers still use too

much Vietnamese in the lesson, which might be a demotivating factor to students in class.

20

Statements Often | Sometimes | Rarely | Never | Others Question 7: How often do you| 259 65% 10% ọ 0 use teaching aids such as:

Pictures, powerpoint, CD,

computer in teaching English

for Mathematics

Table 7: Teachers’ self-reported frequency af using teaching aids in teaching

As can be seen from the table, only 25% of the teachers often use the

teaching aids in their teaching 65% of them sometimes do, 10% of them rarely

No of 1%

Question 8: How good your students at learning Maths | informants

through English by the textbook Practice Maths 1?

Table &: The teachers’ attitude of the students’ language proficiency levels

Table 8 indicates that 25% of the teachers think that their studenls learn

English for Mathematics excellently, 50% of them think that students can leam

English for Mathematics well 50% of them think their students’ leaming English or

Mathemalies was modium TL can be explam thal sluderis can learn English for

voeabulary and structures in

Table 9: Teachers’ perception of the difficult level af the Mathematics vocabulary in

the textbook.