European Journal of Language Policy

Reconsidering the first steps of CLIL implementation in Vietnam

European Journal of Language Policy (2016), 8, (1), 29–56.

Abstract

Among various measures introduced in the National Foreign Languages 2020 Project by Vietnam’s Ministry of Education and Training (MOET) to enhance foreign language (FL) competence of Vietnamese people, the implementation of Content and Language Integrated Learning (CLIL) has received much public attention and feedback from those concerned. This paper aims to discuss four critiques by the policy actors regarding the significance of CLIL in the Vietnamese context, teachers’ readiness, students’ readiness and CLIL materials. In addition, a case study was conducted to illustrate the discussion and provide a general picture of teachers’ perceptions of CLIL, how they implement CLIL and the difficulties they encounter in practice.

Entre les différentes mesures introduit par Ministère de l’Éducation et de la Formation du Viet Nam dans le Projet national de langue étrangères 2020 afin d’améliorer compétence de la langue étrangère du Vietnamien, l’enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) a reçu beaucoup d’attentions du public et les commentaires des initiés. Cet article vise à discuter de quatre critiques par les interprètes de la politique concernant l’importance de l’EMILE dans le contexte vietnamien, la disponibilité des élèves, des enseignants et de matériaux d’EMILE. En outre, une étude de cas est réalisée pour illustrer la discussion ci-dessus et de fournir une vision générale de la perception des enseignants sur l’EMILE, de la façon dont on met en oeuvre EMILE et des difficultés qu’on rencontre dans la pratique.

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Thi Thuy, Linh Nguyen