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Content and Language Integrated Learning (CLIL), a modern educational approach focus on both the teaching of content and language, has been proved to positively influence students’ reading comprehension. So far, nevertheless, there has been insufficient discussion about the impact of CLIL on students’ reading comprehension, especially in Vietnamese high school settings. Therefore, the researcher decided to conduct an action research project which aimed at discovering the impact of CLIL pedagogy on 12th-grade students’ reading comprehension and content acquisition. The context of the study was set at a High School for Gifted Students in Ha Noi, Viet Nam with 72 participants who were 12th graders of two classes: Math and Chemistry. The study was conducted in 4 steps: planning, acting, observing and reflecting based on action research model proposed by Burns (2009). The participants first completed a placement test on reading comprehension to reveal their reading level. After that, a 6-week period of CLIL instruction on reading was carried out, at the end of which a content test was administered. In each treatment session, participants’ level of interest as well as their reading comprehension performances were measured and recorded. The results showed that students’ reading comprehension and content acquisition grades increased under CLIL conditions, which proved the beneficial influence of CLIL approach on the two aspects. Accordingly, the study suggested an alternative approach to teaching languages and content in educational establishments, especially fast-track and specialized programs.
Key words: English as a Second language acquisition; Reading comprehension; Content and Language Integrated Learning; Content acquisition
