VietTESOL International Convention 2026

Content and Language Integrated Learning (CLIL) has attracted increasing attention as an approach to integrate subject matter and language instruction. In the context of Vietnam, with English repositioned from a Foreign to a Second language, CLIL has emerged as an increasingly popular approach to help students achieve the dual objectives of language proficiency and subject awareness and mastery. In light of this, the evaluation of goal achievement and implementation effectiveness will provide valuable insights into how CLIL should be implemented, especially in the context of Vietnam. A research project, therefore, is carried out to evaluate the effect of a CLIL-based science programme on the science achievement, English language development and learning engagement of primary learners.

The study was conducted on 50 primary school students in Vietnam whose English proficiency ranges from A2 to B1. Participants attended a seven-week science course delivered in English, for six contact hours per week. Lessons were designed based on the CLIL’s framework and incorporated inquiry-based learning, collaborative tasks, and language scaffolding strategies. A quasi-experimental mixed methods design was employed. Quantitative data were obtained through pretest and posttest measures of science content knowledge and academic English vocabulary. Qualitative data were collected through semi-structured interviews with students and the teacher to assess students’ engagement, implementation of CLIL, and challenges of learning science through English.
The findings suggest that students’ science content knowledge and academic English vocabulary improved after the seven-week CLIL programme. The qualitative data also indicate positive levels of learner engagement and participation which shows the potential of CLIL to support both content and language learning in Vietnamese primary education contexts.