Speakers
Description
Content and Language Integrated Learning (CLIL) is an educational method that integrates non-language subjects into language teaching, enhancing both language proficiency and cognitive skills. In Vietnam, despite being part of the National Foreign Language Project since 2008, the implementation of CLIL is still a largely underdeveloped area. This study investigates the difficulties Vietnamese teachers face in applying CLIL in language classrooms, focusing on their perceptions and the challenges they encounter. It further examines how these challenges impact their teaching methods and student outcomes. Using a mixed-methods approach, including survey questionnaires and interviews, the research identifies significant barriers encountered by CLIL teachers in their teaching process, much of which is related to inadequate training, limited resources, technical problems, and the need for continuous professional development. These barriers may force teachers to devote more time to class preparation and training, while students may struggle to comprehend the teachings and develop their language proficiency completely. Based on these findings, the study offers practical recommendations to support teachers in effectively integrating CLIL, aiming to improve language education in Vietnam.
Keywords: Teachers' perceptions, difficulties, CLIL application, language classroom.
