Speaker
Description
Content and Language Integrated Learning (CLIL) has gained increasing attention in Vietnam as an approach to enhance both subject knowledge and English proficiency. Grounded in CLIL theory, particularly the 4Cs Framework (Content, Communication, Cognition, Culture) proposed by Coyle et al., this study examines how content-language integration is enacted in practice. It aims to (1) examine differences in CLIL implementation between public and private schools in Vietnam and (2) propose implications for improving its effectiveness in public education. The study adopts a comparative qualitative approach based on documentary analysis of existing research and policy materials, drawing on five primary analytical studies selected through systematic screening. Data are analyzed thematically to identify key patterns in CLIL implementation across the two contexts. Findings show that CLIL in Vietnam remains in an early stage and tends to prioritize language learning over content integration. In public schools, challenges include a mismatch between policy expectations and classroom practice, limited or poorly adapted teaching materials, and strong exam-oriented pressure combined with rigid curricula, leading to vocabulary-focused instruction. In contrast, private schools implement CLIL more flexibly due to greater access to resources, imported materials, and supportive professional environments, enabling more balanced integration of content and language. Based on these findings, the study proposes several implications for public education, including curriculum integration, development of standardized CLIL materials adapted from international models, a separate assessment framework to reduce exam pressure, and continuous teacher training to support effective implementation.
Biography
Pham Viet Ha is an undergraduate student at the University of Languages and International Studies, Vietnam National University, Hanoi. She has a strong academic interest in English language education, particularly Content and Language Integrated Learning (CLIL), curriculum development, and comparative education. She has presented student research at academic forums, including studies on “Social and Emotional Learning (SEL) in the Context of the U.S. Education System: Implications for Educational Reform in Vietnam” and sociocultural change in Korean society, as well as at the conference “Foreign Language Teaching in the Context of National Education Reform 2026.” She has received recognition in student research competitions at both faculty and university levels and has participated in internationally funded educational projects, including an AUS Seed Grant–funded project at the National University of Singapore, which she further developed in Thailand. Her research focuses on bridging international educational practices with local classroom contexts in Vietnam.
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