VietTESOL International Convention 2026

Content and Language Integrated Learning (CLIL) has emerged as a promising dual-focused educational approach in Vietnam, where English teachers strive to integrate specialized subject content with ESL development. This study investigates the challenges encountered by English teachers in designing ESL-oriented Content and Language Integrated Learning (CLIL) lesson plans at a grammar school in Hanoi. By utilizing mixed-method case study involving survey questionnaires with 35 English teachers and semi-structured interviews, the research identifies several critical barriers in the planning stage. Based on Coyle’s 4Cs framework, the findings reveal that teachers struggle significantly with the dual-focused nature of CLIL, particularly in balancing subject content and language objectives in the planning phase. Specific challenges include introducing specialized scientific language, mapping material across different levels, adapting content to match students’ levels, and heavy workload in organizing learning materials. The results provide an informative source of reference for educators and policymakers in Vietnam to develop strategic solutions and professional development programs aimed at mitigating these pedagogical difficulties in CLIL implementation.