Speaker
Description
This study explores the tensions experienced by Vietnamese teachers implementing Content and Language Integrated Learning (CLIL), drawing on the Cultural-Historical Activity Theory (CHAT) as an analytical framework. Based on data collected through a mixed-methods design (survey n=201; interviews n=42), the research reveals contradictions in CLIL classrooms, particularly between government expectations and classroom realities. Major tensions include insufficient English proficiency, lack of pedagogical training and professional development in CLIL, limited time and resources, and weak student and parent motivation. In light of CHAT, these challenges are understood as contradictions between subjects (teachers), mediating tools (language, pedagogy and materials), rules (policy mandates), and community (students, parents, administrators).
Despite these obstacles, many teachers demonstrated agency through self-directed learning and informal collaboration, pointing to potential zones of expansive learning. However, without coherent policy support and targeted professional development, their efforts remain fragmented. The study argues that addressing these tensions requires more inclusive, context-sensitive approaches to CLIL teacher education. By applying CHAT, this study contributes to a deeper understanding of how CLIL teachers in Vietnam navigate challenges in pursuit of pedagogically sound solutions in bilingual education.
Biography
Dr Hang Thi Thu Nguyen is a lecturer in TESOL at the University of Languages and International Studies, Vietnam National University, Hanoi (Vietnam), and an Academic Associate at the University of East Anglia (UK). With over 18 years of experience in teacher education, she has developed, coordinated, and delivered a wide range of undergraduate and professional development courses across Vietnam and the UK.
Dr Nguyen is an experienced researcher with a distinguished track record in international education, TESOL, bilingual education, teacher professional development, and initial teacher education. She has published in Q1 international journals and high-ranking peer-reviewed journals in Vietnam. Her research portfolio includes leading and participating in numerous nationally and internationally funded projects. In addition to her academic contributions, she actively leads educational outreach and community engagement initiatives.
