Speaker
Description
In the context of climate change emerging as an urgent global issue, there is a growing need to apply CLIL method into schools to raise clime change awareness and prompt necessary actions. This study aims to explore mountainous students' perceptions in Vietnam regarding the application of integrated English learning focused on climate change. Data was collected from the quantitative method using learning outcomes for 30 students across two mountainous provinces - Vinh Phuc and Bac Giang, Vietnam and qualitative method through interviews with 9 out of 31 questionnaire responses from teacher and students. The findings reveal that while teachers and students in both provinces recognize the benefits of integrated learning, they encounter obstacles related to organizational infrastructure and a lack of specialized climate knowledge. This study contributes to identifying factors that either hinder or support the integration of the 17 SDGs into ESL. Consequently, it offers suggestions for enhancing training quality within the framework of the 2018 Vietnamese general education curriculum. These recommendations are intended to improve the quality of English education and equip students with the necessary skills and knowledge to address environmental challenges, aligning with broader educational goals that promote sustainability and global citizenship.
Biography
Working as an English teacher, Ms. Minh Nguyen has proactively introduced environmental issues and solutions via lessons, utilising the content and language integrated learning method. She also co-founded Climate change Education Project to raise the Southeast Asian students' participation in taking action for the local nature.
