Workshop

PRIMARY EDUCATION IN KOREA AND VIETNAM 2020

APPLYING CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING)
TO TEACHING SCIENCE IN PRIMARY SCHOOLS
Thuy-Duong Do

1 What is CLIL? The 4Cs Framework

Content: refers to the subject aims.
Communication: learners have to
produce subject language in both oral
and written form.
Cognition: promote cognitive or
thinking skills which challenge learners.
CLIL (Content and Language Integrated Learning) is a Culture: aims to develop plurilingual
dual-focused educational approach in which an additional language is compentence by understanding
used for the learning and teaching of both content and language. ourselves and other cultures .
(Coyle, Hood and Marsh, 2010). The 4CsFramework of CLIL (Coyle, 2011)
- Supporting language learning in content classes
Core features of CLIL - Supporting content learning in language classes
- Integrating several subjects

- Planning courses/ lessons/ themes in co-operation - Using routine activities & discourse
with CLIL & non-CLIL teachers - Displaying language & content throughout the
- Involving parents in learning about CLIL and how to classroom
support students - Building student confidence to experiment with
- Involving the local commuity, authorities, employers language & content

- Building on students's existing knowledge, skills, - Letting students ask for the language help they need
attitudes, interests & experience. - Maximizing the accommodation of student interests
- Repackaging information in user-friendly way - Making a regular connect between learning & the
- Responding to different learning styles. students's lives
- Fostering creative & critical thinking - Using current materials form media & other sources
- Challenging students to take another step forward
and not just coast in comfort
- Students communicating more than teacher
- Students help set content, language & learning skills outcomes
- Students evaluate progress in achieving learning outcomes.
- Favouring peer co-operative work
- Teachers acting as facilitors

2 CLIL in the world and in Vietnam

TheEuropean Union countries
As of 05/ 2004:
- CLIL type provision is part of mainstream
school education in the majority of countries in
primary and secondary schools. In around a third
of them, it also occurs within pilot projects.
- CLIL exists solely within pilot projects in
Belgium and Lithuania.
- Only six countries in EU in which CLIL provision
is non-existent, because of historical factors or
geographical remoteness.
Korea Vietnam
THE PRIMARY INNOVATIONS PROJECT THE INTEGRATED ENGLISH PROGRAM
to examined the potential of CLIL as an THE INTENSIVE ENGLISH PROGRAM
educational innovation. - Maximum 8 classes/ week
Additional information: In Chelsea - Foreign teachers and Vietnamese teachers
Primary School (New Zealand), students - Foreign textbooks
learn Korean in Science class with CLIL => Whether applying CLIL to teaching with
methodology. Vietnamese textbooks (following Vietnamese
General Education Program) by Vietnamese
teachers is more compatible and feasible?

3-
Advantages of CLIL
Developing 21st century skills for students
4 Expectation of CLIL
- Enhancing academic cognitive processes and communication skills
- Learners can reach proficiency levels in all four skills
- Be compatible with Competency-based Education
- Be well-matched with the General Education Program 2018
- More researches and more pedagogical experiments about CLIL.
- Widespread introduction of CLIL to learners, parents, educationalists
and educational managers.
- CLIL provision within pilot projects, and even as part of mainstream
school education.
- CLIL teacher training courses .