CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN VIETNAM: CHALLENGES AND SOLUTIONS

Abstract

Content and Language Integrated Learning (CLIL) has received widespread recognition since it emerged as a response to the call for plurilingualism in Europe during the 1990s. In Vietnam, despite the government’s early introduction of CLIL as part of the National Foreign Language project in 2008, this remains a largely under-developed area. This study explores the perspective of CLIL teachers as regards CLIL education in Vietnam, focusing particularly on the challenges that CLIL teachers face and the current situation of CLIL teachers’ professional learning. Based on a mixed-methods approach that combines survey questionnaires (n=201) and interviews (n=42), the study reveals a wide range of challenges encountering CLIL teachers in their teaching process, much of which is related to a lack of qualified CLIL teacher preparation and professional development. The study proposes viable solutions to support CLIL teachers in the context of Vietnam.