PROCESS OF DESIGNING BILINGUAL MATH LECTURES IN ENGLISH-VIETNAMESE ACCORDING TO THE APPROACH OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN PRIMARY SCHOOLS

Abstract

We live in the 21st century, the century of integration, of the global knowledge economy. In this context, Vietnam is implementing projects and programmes to enhance the language skills of students and gradually implementing integrated language teaching in some of other subjects. That context gives education an important task of training human resources to meet the requirements of the times. The model of content and language-integrated learning (CLIL) is the golden key to helping children develop comprehensive thinking and confidently communicate in English like a native speaker. Through learning the content of mathematical knowledge with diverse topics, children discover, capture and have the opportunity to listen, speak, read and write in a second language - English to mathematically thinking. This study uses theoretical research methods: synthesis, analysis, and review of documents related to models of content and language-integrated learning to clarify concepts, meanings, characteristics of CLIL and propose the process of designing an English-Vietnamese bilingual lesson in primary schools and some of the designing principles. The research result is a useful document for primary school teachers and pedagogical students in primary education who are interested in and wish to deploy and practice bilingual teaching in primary schools.