Speaker
Description
This study investigates how Vietnamese teachers newly introduced to Content and Language Integrated Learning (CLIL) conceptualize and implement the integration of language and content in their classroom design. Drawing on a corpus of ninety-one lesson plans and accompanying teacher reflections, the analysis applies the Cognitive–Linguistic Integration Framework (CLIF) to examine teachers’ integrated design approaches, that is, how linguistic and cognitive processes intersect within instructional sequences. Results show that integration was most frequently realized through representational and action-based categories (Remembering through Labelling and Understanding through Performing Speech Acts), where English vocabulary anchored conceptual understanding through sensory and procedural engagement. As grade levels increased, lessons displayed a developmental shift toward dialogic and disciplinary integration, characterized by reasoning, comparison, and self-positioning as subject specialists. Although less frequent, evaluative and civic categories (Evaluating through Reflection and Confidence and Creating through Civic Expression and Social Awareness) signaled emerging attention to moral and intercultural dimensions of learning. These patterns suggest that integration is a developmental and context-dependent process, evolving from concrete naming and demonstration to reflective and socially situated language use. The study highlights the need for CLIL professional development to support teachers in designing progressive pathways that link linguistic growth, disciplinary reasoning, and civic awareness.
Biography
Nguyen Thi Hong Nhat is the Dean of Faculty of English and a teacher educator at Hanoi Pedagogical University 2, Vietnam. She holds a Doctor degree from the University of Queensland. She has received scholarships from Vietnamese, Australian and the US governments to complete her higher education study and professional development courses. She has published research articles in both local and international journals and six course-books. She has managed several projects with UK partners and actively contributed to VietTESOL, providing professional development for English teachers across Vietnam. Her research interests include EFL education, materials development, teacher education, Computer-Assisted-Language-Learning and CLIL.
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