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 Tabl

(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

vil vill

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

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

2.2.1 The informants ¬ 15

2.3.4 Data analysis of the teachers’ XIV) questionnaire " : 16

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

- 33

3.3.4 Professional developntent program for teachers 33

3.35 Adapting the textbook to fit students’ levely and learning

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

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

2.2.1 The informants ¬ 15

2.3.4 Data analysis of the teachers’ XIV) questionnaire " : 16

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

- 33

3.3.4 Professional developntent program for teachers 33

3.35 Adapting the textbook to fit students’ levely and learning

2.2.1 The informants ¬ 15

2.3.4 Data analysis of the teachers’ XIV) questionnaire " : 16

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

- 33

3.3.4 Professional developntent program for teachers 33

3.35 Adapting the textbook to fit students’ levely and learning

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:

8 Stulents’ p

B moc af learning activities

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

2.2.1 The informants ¬ 15

2.3.4 Data analysis of the teachers’ XIV) questionnaire " : 16

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

- 33

3.3.4 Professional developntent program for teachers 33

3.35 Adapting the textbook to fit students’ levely and learning

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:

8 Stulents’ p

B moc af learning activities

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

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

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

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

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

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

2.2.1 The informants ¬ 15

2.3.4 Data analysis of the teachers’ XIV) questionnaire " : 16

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

- 33

3.3.4 Professional developntent program for teachers 33

3.35 Adapting the textbook to fit students’ levely and learning

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

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:

8 Stulents’ p

B moc af learning activities

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:

8 Stulents’ p

B moc af learning activities

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

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:

8 Stulents’ p

B moc af learning activities

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:

8 Stulents’ p

B moc af learning activities

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

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