Luận văn an evaluation of the america vietnam joint education program at doan thi diem secondary school

2 Aims of the study ‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Spec

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERN ONAL STUDIES:

FACULTY OF POST- GRADUATE STUDIES

TRAN THỊ TUYẾT

AN EVALUATION OF THE AMERICA-VIETNAM JOINT EDUCATION

PROGRAM AT DOAN TL DIEM SECONDARY SCIIOOL

DANH GIA CHUONG TRINH HOP TAC GIAO DUC VIET -MỸ TẠI TRƯỜNG

'TRUNG HỌC CƠ SỞ DOAN TH DIEM

M.A Mimor Progranmnc Thesis

Ficld: ELT Mcthodotogy

Code: 601410

HANOL, 2010

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERN ONAL STUDIES:

FACULTY OF POST- GRADUATE STUDIES

TRAN THỊ TUYẾT

AN EVALUATION OF THE AMERICA-VIETNAM JOINT EDUCATION

PROGRAM AT DOAN TL DIEM SECONDARY SCIIOOL

DANH GIA CHUONG TRINH HOP TAC GIAO DUC VIET -MỸ TẠI TRƯỜNG

'TRUNG HỌC CƠ SỞ DOAN TH DIEM

M.A Mimor Programme Thesis

Field: ELT Methodology Code: 601410

Supervisor: Phimg Ha Thanh, M.Ed

TANOI, 2010

3 §cope of the sfmdy à.eerieereereee 12

6 Overview of the rest of the paper -14 CHAPTER ONE: LITERATURE REVIEW „15

1.1.1 Definition of program cvaluation 1S

ik

Immersion program originated in Canada in the 1960s, is one of the most thoroughly

researched arcas of sccond language loaming Evidence and eoncem and interest in immersion program are shown through a large body of research studies on different aspects of immersion program ‘fhe effects of immersion program on second or foreign language jearning have been carefully examined through research done by Genesze (1984), Larnherl (1984), Swain (1980}, Swain (1984), Swain (1996), Genesee (2005), Zhou (2008) These researches show that immersion program has positive efiects on language learners Despite such a waallh of roscarch data in the cffectivenass of the immersion program, rescarch implications can not be applied in every context due to different social- cultures Seeing the benefits of the immersion program in language leaming, the educators have applied the

study

2 Aims of the study

‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Specifically, the research focuses on the strengths and weaknesses of the program ‘These aims could be achieved by sooking ans

ors to the following six rescarch questions:

From the perspective of the teachers

1) What are the expectations of the program?

2) Whut are the sttengths of the prograrn?

3) What are the weaknesses of the program?

Irom the perspective of the students:

4) What are the expectations of the program?

5) What are the strangths of program?

6) What are the weaknesses of the program?

3 Scope of the study

Livery evaluation is based ona framework which determings both the strategies for gathering

this

data and the extrapolation of judgments from these In some evaluation process

famework is either implicit or explicit, but increasingly the exigencies of openness and accountability in such processes require that criteria be clearly stated, According to Dudley- Evans and St John (1998), in the evaluation process, the evaluator must tke evaluation criteria into account before any evaluation takes place Criteria for evaluation depend on what

is being evaluated and why they need to be evaluated,

Thi

Doan Thi Diem secondary school tiom the teachers’ and students’ perception The researcher focused on investigating the strengths and weaknesses of the program after a year implementation Strengths of the program in this study are identified as the factors of the

rescareh was conducted lo cvaluale the Americas Vietnam joint cdueation program al

program that mect the needs of teachers and students As a result, teachers and students can

reach the achievements And the weaknesses of the program are the factors of the program

that do nol meel the needs of teachers and sludents As a resull, teachers and students can not

seach the achievernents In so doing, first and foremost, the researcher investigated the

expectations of teachers and students in terms of facilitators which include environment,

facititics, managenionl, mothedotogy and conienk; and their sxpoctations of achievericnts Based on this framework of facilitators and the achievements at the end of the first year implementing, the strengths and weaknesses of the program from the perspectives of teachers and sindents would be presented I'hen the researcher would figure out the strengths and

weakne of the program

13

4 Methods of the study

This case study was conducted at class 6M, Doan Thi Diem secondary school With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one ‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M he interviews were conducted after one year of teaching and learning int the program,

5 Significance of the study

After finishing the study, the researcher hopes that this case study can have some practical contributions

Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is

quickly widened at not only Doan Thi Diem secondary school but also many other private

schools This study involves specific information that is definitely needed to be taken into consideration The study is the description of the teachers’ and students’ perception of the

program Through the insiders’ view, the stakchelders and supervisors can have a better

understanding of the strengths and weaknesses of the program ‘Then they can figure out methods to znhance the outcomes of the program Furthermore, from the weaknesses

perceived by teachers and students, some solutions oan be applied to minimize the

weaknesses of the program

Secondly, the teachers can have a full view of their teaching process, The students’ opinion is

a powerful tool for teachers to form a better reflection of their teaching The teachers can base

on this to apply the most effective teaching methods to improve the quality of teaching and jearning process Finally, this study once being completed can be a valuable source of

Auformation for further related researches.

3.1 Results of the teacher inlerviews - - 37

3.2 Result of student interviews AB

3.3 Major findings

3.3.1 The strengths of the pragram 49 3.3.2 The weaknesses of the program 50

3.4 Reconmenttations 52 3.5 Chapter summary - - 54

CONCLUSION neneeeriee „55 REFERENCES, - - 57

APPENDICES, - - - - 59

APPENDICE I: TEACHER INTERVIEW SCHEDULE „60

APPENDICE 2: STUDENT INTERVIEW SCHEDULE 26

APPENDICE 3: CAU HỘI PHÓNG VẤN HỌC SINH - - 62

APPENDIX 4: CONTENTS OF THE READING STREET BOOK 63

APPENDICE 5: CONTENTS ÖE THE SCIENCE BOOK „66

APPENDICE 6: CONTENTS OF THE MATII BOOK - - 67

13

4 Methods of the study

This case study was conducted at class 6M, Doan Thi Diem secondary school With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one ‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M he interviews were conducted after one year of teaching and learning int the program,

5 Significance of the study

After finishing the study, the researcher hopes that this case study can have some practical contributions

Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is

quickly widened at not only Doan Thi Diem secondary school but also many other private

schools This study involves specific information that is definitely needed to be taken into consideration The study is the description of the teachers’ and students’ perception of the

program Through the insiders’ view, the stakchelders and supervisors can have a better

understanding of the strengths and weaknesses of the program ‘Then they can figure out methods to znhance the outcomes of the program Furthermore, from the weaknesses

perceived by teachers and students, some solutions oan be applied to minimize the

weaknesses of the program

Secondly, the teachers can have a full view of their teaching process, The students’ opinion is

a powerful tool for teachers to form a better reflection of their teaching The teachers can base

on this to apply the most effective teaching methods to improve the quality of teaching and jearning process Finally, this study once being completed can be a valuable source of

Auformation for further related researches.

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

13

4 Methods of the study

This case study was conducted at class 6M, Doan Thi Diem secondary school With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one ‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M he interviews were conducted after one year of teaching and learning int the program,

5 Significance of the study

After finishing the study, the researcher hopes that this case study can have some practical contributions

Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is

quickly widened at not only Doan Thi Diem secondary school but also many other private

schools This study involves specific information that is definitely needed to be taken into consideration The study is the description of the teachers’ and students’ perception of the

program Through the insiders’ view, the stakchelders and supervisors can have a better

understanding of the strengths and weaknesses of the program ‘Then they can figure out methods to znhance the outcomes of the program Furthermore, from the weaknesses

perceived by teachers and students, some solutions oan be applied to minimize the

weaknesses of the program

Secondly, the teachers can have a full view of their teaching process, The students’ opinion is

a powerful tool for teachers to form a better reflection of their teaching The teachers can base

on this to apply the most effective teaching methods to improve the quality of teaching and jearning process Finally, this study once being completed can be a valuable source of

Auformation for further related researches.

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

3.1 Results of the teacher inlerviews - - 37

3.2 Result of student interviews AB

3.3 Major findings

3.3.1 The strengths of the pragram 49 3.3.2 The weaknesses of the program 50

3.4 Reconmenttations 52 3.5 Chapter summary - - 54

CONCLUSION neneeeriee „55 REFERENCES, - - 57

APPENDICES, - - - - 59

APPENDICE I: TEACHER INTERVIEW SCHEDULE „60

APPENDICE 2: STUDENT INTERVIEW SCHEDULE 26

APPENDICE 3: CAU HỘI PHÓNG VẤN HỌC SINH - - 62

APPENDIX 4: CONTENTS OF THE READING STREET BOOK 63

APPENDICE 5: CONTENTS ÖE THE SCIENCE BOOK „66

APPENDICE 6: CONTENTS OF THE MATII BOOK - - 67

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

10

INTRODUCTION

1 Rationale for the siudy

In recent years, especially after Vietnam’s entry into the WTO and the becoming of English

as an international language, there has been an unprecedented increase in English learning Along with this surge in interest for English language learning is the inercasing demand for native speakers and forsign educational program, In addition, the Education and ‘Training Ministry has cooperated in detivery of foreign language courses in Vietnam One of the priorities in Vietnam is “overseas studies at home” hence, there have been independent or joint- venture schools established to implement such cooperation program such as Hanoi

International School, UN School, South International School, Grammar sehool- 110 Chi Minh

City and Japanese primary School According lo “Sai Gơn Giai Phong Online”, the number of

students enrolls the intemational school or forzign education program has been increasing the past two years or example, in 2009 there were only 200 students enrolling the Asian Pacific College This

International School, there were less than fifty students taking part in the program in 2009 but

in 2010, this number has doubled More and more parents want their children to lea with

yem, 2010 this mmnber hes miscd up lo 1000 students, al American

native speakers of forcign languages bccausc they belicved that this is the best way to eam foreign languages:

‘the increasing demand for leaming at international schools leads to the increase in the

number of this type of schools So far there have been thirty international schools cstablished

regardless of private schools which have several international classes Doan Thi Diem is one

of the schools which have applisd the model of international schools Ths school has cooperated with schools in America and Singapore to form joint cducation programs in which students have chance to follow two educational curticulum simultaneously namely Vietnamese curriculum and oversea curriculum, ‘the joint education program involves using ant additional language (or teaching and leaning both language and conto In fact, this is an

adaptation of immersion program in which two (or more) languages are used for learning and teaching both language and content, One of the languages is students’ mother tongue and the other is a second or foreign language which is not the subjcet lo be taught bul the medium of

instruction to teach other subjects such as math, science or history

3.1 Results of the teacher inlerviews - - 37

3.2 Result of student interviews AB

3.3 Major findings

3.3.1 The strengths of the pragram 49 3.3.2 The weaknesses of the program 50

3.4 Reconmenttations 52 3.5 Chapter summary - - 54

CONCLUSION neneeeriee „55 REFERENCES, - - 57

APPENDICES, - - - - 59

APPENDICE I: TEACHER INTERVIEW SCHEDULE „60

APPENDICE 2: STUDENT INTERVIEW SCHEDULE 26

APPENDICE 3: CAU HỘI PHÓNG VẤN HỌC SINH - - 62

APPENDIX 4: CONTENTS OF THE READING STREET BOOK 63

APPENDICE 5: CONTENTS ÖE THE SCIENCE BOOK „66

APPENDICE 6: CONTENTS OF THE MATII BOOK - - 67

ik

Immersion program originated in Canada in the 1960s, is one of the most thoroughly

researched arcas of sccond language loaming Evidence and eoncem and interest in immersion program are shown through a large body of research studies on different aspects of immersion program ‘fhe effects of immersion program on second or foreign language jearning have been carefully examined through research done by Genesze (1984), Larnherl (1984), Swain (1980}, Swain (1984), Swain (1996), Genesee (2005), Zhou (2008) These researches show that immersion program has positive efiects on language learners Despite such a waallh of roscarch data in the cffectivenass of the immersion program, rescarch implications can not be applied in every context due to different social- cultures Seeing the benefits of the immersion program in language leaming, the educators have applied the

study

2 Aims of the study

‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Specifically, the research focuses on the strengths and weaknesses of the program ‘These aims could be achieved by sooking ans

ors to the following six rescarch questions:

From the perspective of the teachers

1) What are the expectations of the program?

2) Whut are the sttengths of the prograrn?

3) What are the weaknesses of the program?

10

INTRODUCTION

1 Rationale for the siudy

In recent years, especially after Vietnam’s entry into the WTO and the becoming of English

as an international language, there has been an unprecedented increase in English learning Along with this surge in interest for English language learning is the inercasing demand for native speakers and forsign educational program, In addition, the Education and ‘Training Ministry has cooperated in detivery of foreign language courses in Vietnam One of the priorities in Vietnam is “overseas studies at home” hence, there have been independent or joint- venture schools established to implement such cooperation program such as Hanoi

International School, UN School, South International School, Grammar sehool- 110 Chi Minh

City and Japanese primary School According lo “Sai Gơn Giai Phong Online”, the number of

students enrolls the intemational school or forzign education program has been increasing the past two years or example, in 2009 there were only 200 students enrolling the Asian Pacific College This

International School, there were less than fifty students taking part in the program in 2009 but

in 2010, this number has doubled More and more parents want their children to lea with

yem, 2010 this mmnber hes miscd up lo 1000 students, al American

native speakers of forcign languages bccausc they belicved that this is the best way to eam foreign languages:

‘the increasing demand for leaming at international schools leads to the increase in the

number of this type of schools So far there have been thirty international schools cstablished

regardless of private schools which have several international classes Doan Thi Diem is one

of the schools which have applisd the model of international schools Ths school has cooperated with schools in America and Singapore to form joint cducation programs in which students have chance to follow two educational curticulum simultaneously namely Vietnamese curriculum and oversea curriculum, ‘the joint education program involves using ant additional language (or teaching and leaning both language and conto In fact, this is an

adaptation of immersion program in which two (or more) languages are used for learning and teaching both language and content, One of the languages is students’ mother tongue and the other is a second or foreign language which is not the subjcet lo be taught bul the medium of

instruction to teach other subjects such as math, science or history

LIST OF ABBREVIATIONS

MOET Ministry of education and training

LIST OF ABBREVIATIONS

MOET Ministry of education and training

ik

Immersion program originated in Canada in the 1960s, is one of the most thoroughly

researched arcas of sccond language loaming Evidence and eoncem and interest in immersion program are shown through a large body of research studies on different aspects of immersion program ‘fhe effects of immersion program on second or foreign language jearning have been carefully examined through research done by Genesze (1984), Larnherl (1984), Swain (1980}, Swain (1984), Swain (1996), Genesee (2005), Zhou (2008) These researches show that immersion program has positive efiects on language learners Despite such a waallh of roscarch data in the cffectivenass of the immersion program, rescarch implications can not be applied in every context due to different social- cultures Seeing the benefits of the immersion program in language leaming, the educators have applied the

study

2 Aims of the study

‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Specifically, the research focuses on the strengths and weaknesses of the program ‘These aims could be achieved by sooking ans

ors to the following six rescarch questions:

From the perspective of the teachers

1) What are the expectations of the program?

2) Whut are the sttengths of the prograrn?

3) What are the weaknesses of the program?

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

10

INTRODUCTION

1 Rationale for the siudy

In recent years, especially after Vietnam’s entry into the WTO and the becoming of English

as an international language, there has been an unprecedented increase in English learning Along with this surge in interest for English language learning is the inercasing demand for native speakers and forsign educational program, In addition, the Education and ‘Training Ministry has cooperated in detivery of foreign language courses in Vietnam One of the priorities in Vietnam is “overseas studies at home” hence, there have been independent or joint- venture schools established to implement such cooperation program such as Hanoi

International School, UN School, South International School, Grammar sehool- 110 Chi Minh

City and Japanese primary School According lo “Sai Gơn Giai Phong Online”, the number of

students enrolls the intemational school or forzign education program has been increasing the past two years or example, in 2009 there were only 200 students enrolling the Asian Pacific College This

International School, there were less than fifty students taking part in the program in 2009 but

in 2010, this number has doubled More and more parents want their children to lea with

yem, 2010 this mmnber hes miscd up lo 1000 students, al American

native speakers of forcign languages bccausc they belicved that this is the best way to eam foreign languages:

‘the increasing demand for leaming at international schools leads to the increase in the

number of this type of schools So far there have been thirty international schools cstablished

regardless of private schools which have several international classes Doan Thi Diem is one

of the schools which have applisd the model of international schools Ths school has cooperated with schools in America and Singapore to form joint cducation programs in which students have chance to follow two educational curticulum simultaneously namely Vietnamese curriculum and oversea curriculum, ‘the joint education program involves using ant additional language (or teaching and leaning both language and conto In fact, this is an

adaptation of immersion program in which two (or more) languages are used for learning and teaching both language and content, One of the languages is students’ mother tongue and the other is a second or foreign language which is not the subjcet lo be taught bul the medium of

instruction to teach other subjects such as math, science or history

LIST OF ABBREVIATIONS

MOET Ministry of education and training

10

INTRODUCTION

1 Rationale for the siudy

In recent years, especially after Vietnam’s entry into the WTO and the becoming of English

as an international language, there has been an unprecedented increase in English learning Along with this surge in interest for English language learning is the inercasing demand for native speakers and forsign educational program, In addition, the Education and ‘Training Ministry has cooperated in detivery of foreign language courses in Vietnam One of the priorities in Vietnam is “overseas studies at home” hence, there have been independent or joint- venture schools established to implement such cooperation program such as Hanoi

International School, UN School, South International School, Grammar sehool- 110 Chi Minh

City and Japanese primary School According lo “Sai Gơn Giai Phong Online”, the number of

students enrolls the intemational school or forzign education program has been increasing the past two years or example, in 2009 there were only 200 students enrolling the Asian Pacific College This

International School, there were less than fifty students taking part in the program in 2009 but

in 2010, this number has doubled More and more parents want their children to lea with

yem, 2010 this mmnber hes miscd up lo 1000 students, al American

native speakers of forcign languages bccausc they belicved that this is the best way to eam foreign languages:

‘the increasing demand for leaming at international schools leads to the increase in the

number of this type of schools So far there have been thirty international schools cstablished

regardless of private schools which have several international classes Doan Thi Diem is one

of the schools which have applisd the model of international schools Ths school has cooperated with schools in America and Singapore to form joint cducation programs in which students have chance to follow two educational curticulum simultaneously namely Vietnamese curriculum and oversea curriculum, ‘the joint education program involves using ant additional language (or teaching and leaning both language and conto In fact, this is an

adaptation of immersion program in which two (or more) languages are used for learning and teaching both language and content, One of the languages is students’ mother tongue and the other is a second or foreign language which is not the subjcet lo be taught bul the medium of

instruction to teach other subjects such as math, science or history

13

4 Methods of the study

This case study was conducted at class 6M, Doan Thi Diem secondary school With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one ‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M he interviews were conducted after one year of teaching and learning int the program,

5 Significance of the study

After finishing the study, the researcher hopes that this case study can have some practical contributions

Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is

quickly widened at not only Doan Thi Diem secondary school but also many other private

schools This study involves specific information that is definitely needed to be taken into consideration The study is the description of the teachers’ and students’ perception of the

program Through the insiders’ view, the stakchelders and supervisors can have a better

understanding of the strengths and weaknesses of the program ‘Then they can figure out methods to znhance the outcomes of the program Furthermore, from the weaknesses

perceived by teachers and students, some solutions oan be applied to minimize the

weaknesses of the program

Secondly, the teachers can have a full view of their teaching process, The students’ opinion is

a powerful tool for teachers to form a better reflection of their teaching The teachers can base

on this to apply the most effective teaching methods to improve the quality of teaching and jearning process Finally, this study once being completed can be a valuable source of

Auformation for further related researches.

APPENDICE 3: CAU HỘI PHÓNG VẤN HỌC SINH - - 62

APPENDIX 4: CONTENTS OF THE READING STREET BOOK 63 APPENDICE 5: CONTENTS ÖE THE SCIENCE BOOK „66

13

4 Methods of the study

This case study was conducted at class 6M, Doan Thi Diem secondary school With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one ‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M he interviews were conducted after one year of teaching and learning int the program,

5 Significance of the study

After finishing the study, the researcher hopes that this case study can have some practical contributions

Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is

quickly widened at not only Doan Thi Diem secondary school but also many other private

schools This study involves specific information that is definitely needed to be taken into consideration The study is the description of the teachers’ and students’ perception of the

program Through the insiders’ view, the stakchelders and supervisors can have a better

understanding of the strengths and weaknesses of the program ‘Then they can figure out methods to znhance the outcomes of the program Furthermore, from the weaknesses

perceived by teachers and students, some solutions oan be applied to minimize the

weaknesses of the program

Secondly, the teachers can have a full view of their teaching process, The students’ opinion is

a powerful tool for teachers to form a better reflection of their teaching The teachers can base

on this to apply the most effective teaching methods to improve the quality of teaching and jearning process Finally, this study once being completed can be a valuable source of

Auformation for further related researches.

LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada

Figure 2: Model of middle imumersion program in Canada

Figure 3: Model of late immersion program in Canada

Table 1: A summary of the strengths and the weaknesses of the program

Irom the perspective of the students:

4) What are the expectations of the program?

5) What are the strangths of program?

6) What are the weaknesses of the program?

3 Scope of the study

Livery evaluation is based ona framework which determings both the strategies for gathering

this

data and the extrapolation of judgments from these In some evaluation process

famework is either implicit or explicit, but increasingly the exigencies of openness and accountability in such processes require that criteria be clearly stated, According to Dudley- Evans and St John (1998), in the evaluation process, the evaluator must tke evaluation criteria into account before any evaluation takes place Criteria for evaluation depend on what

is being evaluated and why they need to be evaluated,

Thi

Doan Thi Diem secondary school tiom the teachers’ and students’ perception The researcher focused on investigating the strengths and weaknesses of the program after a year implementation Strengths of the program in this study are identified as the factors of the

rescareh was conducted lo cvaluale the Americas Vietnam joint cdueation program al

program that mect the needs of teachers and students As a result, teachers and students can

reach the achievements And the weaknesses of the program are the factors of the program

that do nol meel the needs of teachers and sludents As a resull, teachers and students can not

seach the achievernents In so doing, first and foremost, the researcher investigated the

expectations of teachers and students in terms of facilitators which include environment,

facititics, managenionl, mothedotogy and conienk; and their sxpoctations of achievericnts Based on this framework of facilitators and the achievements at the end of the first year implementing, the strengths and weaknesses of the program from the perspectives of teachers and sindents would be presented I'hen the researcher would figure out the strengths and

weakne of the program

Irom the perspective of the students:

4) What are the expectations of the program?

5) What are the strangths of program?

6) What are the weaknesses of the program?

3 Scope of the study

Livery evaluation is based ona framework which determings both the strategies for gathering

this

data and the extrapolation of judgments from these In some evaluation process

famework is either implicit or explicit, but increasingly the exigencies of openness and accountability in such processes require that criteria be clearly stated, According to Dudley- Evans and St John (1998), in the evaluation process, the evaluator must tke evaluation criteria into account before any evaluation takes place Criteria for evaluation depend on what

is being evaluated and why they need to be evaluated,

Thi

Doan Thi Diem secondary school tiom the teachers’ and students’ perception The researcher focused on investigating the strengths and weaknesses of the program after a year implementation Strengths of the program in this study are identified as the factors of the

rescareh was conducted lo cvaluale the Americas Vietnam joint cdueation program al

program that mect the needs of teachers and students As a result, teachers and students can

reach the achievements And the weaknesses of the program are the factors of the program

that do nol meel the needs of teachers and sludents As a resull, teachers and students can not

seach the achievernents In so doing, first and foremost, the researcher investigated the

expectations of teachers and students in terms of facilitators which include environment,

facititics, managenionl, mothedotogy and conienk; and their sxpoctations of achievericnts Based on this framework of facilitators and the achievements at the end of the first year implementing, the strengths and weaknesses of the program from the perspectives of teachers and sindents would be presented I'hen the researcher would figure out the strengths and

weakne of the program

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10

INTRODUCTION

1 Rationale for the siudy

In recent years, especially after Vietnam’s entry into the WTO and the becoming of English

as an international language, there has been an unprecedented increase in English learning Along with this surge in interest for English language learning is the inercasing demand for native speakers and forsign educational program, In addition, the Education and ‘Training Ministry has cooperated in detivery of foreign language courses in Vietnam One of the priorities in Vietnam is “overseas studies at home” hence, there have been independent or joint- venture schools established to implement such cooperation program such as Hanoi

International School, UN School, South International School, Grammar sehool- 110 Chi Minh

City and Japanese primary School According lo “Sai Gơn Giai Phong Online”, the number of

students enrolls the intemational school or forzign education program has been increasing the past two years or example, in 2009 there were only 200 students enrolling the Asian Pacific College This

International School, there were less than fifty students taking part in the program in 2009 but

in 2010, this number has doubled More and more parents want their children to lea with

yem, 2010 this mmnber hes miscd up lo 1000 students, al American

native speakers of forcign languages bccausc they belicved that this is the best way to eam foreign languages:

‘the increasing demand for leaming at international schools leads to the increase in the

number of this type of schools So far there have been thirty international schools cstablished

regardless of private schools which have several international classes Doan Thi Diem is one

of the schools which have applisd the model of international schools Ths school has cooperated with schools in America and Singapore to form joint cducation programs in which students have chance to follow two educational curticulum simultaneously namely Vietnamese curriculum and oversea curriculum, ‘the joint education program involves using ant additional language (or teaching and leaning both language and conto In fact, this is an

adaptation of immersion program in which two (or more) languages are used for learning and teaching both language and content, One of the languages is students’ mother tongue and the other is a second or foreign language which is not the subjcet lo be taught bul the medium of

instruction to teach other subjects such as math, science or history

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ik

Immersion program originated in Canada in the 1960s, is one of the most thoroughly

researched arcas of sccond language loaming Evidence and eoncem and interest in immersion program are shown through a large body of research studies on different aspects of immersion program ‘fhe effects of immersion program on second or foreign language jearning have been carefully examined through research done by Genesze (1984), Larnherl (1984), Swain (1980}, Swain (1984), Swain (1996), Genesee (2005), Zhou (2008) These researches show that immersion program has positive efiects on language learners Despite such a waallh of roscarch data in the cffectivenass of the immersion program, rescarch implications can not be applied in every context due to different social- cultures Seeing the benefits of the immersion program in language leaming, the educators have applied the

study

2 Aims of the study

‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Specifically, the research focuses on the strengths and weaknesses of the program ‘These aims could be achieved by sooking ans

ors to the following six rescarch questions:

From the perspective of the teachers

1) What are the expectations of the program?

2) Whut are the sttengths of the prograrn?

3) What are the weaknesses of the program?

ik

Immersion program originated in Canada in the 1960s, is one of the most thoroughly

researched arcas of sccond language loaming Evidence and eoncem and interest in immersion program are shown through a large body of research studies on different aspects of immersion program ‘fhe effects of immersion program on second or foreign language jearning have been carefully examined through research done by Genesze (1984), Larnherl (1984), Swain (1980}, Swain (1984), Swain (1996), Genesee (2005), Zhou (2008) These researches show that immersion program has positive efiects on language learners Despite such a waallh of roscarch data in the cffectivenass of the immersion program, rescarch implications can not be applied in every context due to different social- cultures Seeing the benefits of the immersion program in language leaming, the educators have applied the

study

2 Aims of the study

‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Specifically, the research focuses on the strengths and weaknesses of the program ‘These aims could be achieved by sooking ans

ors to the following six rescarch questions:

From the perspective of the teachers

1) What are the expectations of the program?

2) Whut are the sttengths of the prograrn?

3) What are the weaknesses of the program?