VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF GRADUATE AND POSTGRADUATE STUDIES

CONTENT-BASED INSTRUCTION METHOD

FINAL ASSIGNMENT

A comparision of content-based intruction method with a traditional teaching

method and some solutions to improve teaching English for special subjects in
context in Viet Nam

Lecturer: Assoc. Prof, Vu Thi Thanh Nha

Student: Pham Anh Thư

Class: QH2022D2

Student’s ID: 22045280

Hanoi, 2024

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 INDEX
I. Introduction........................................................................................................3

1. Overview of teaching majors in English..........................................................3

2. Objective of the essay........................................................................................3

II. Content..............................................................................................................3

2.1 Teaching methods in English..........................................................................3

2.1.1 Overview of specialized teaching methods in English...............................3

2.1.2 Specific methods in teaching specialized subjects in English....................4

2.2 Comparison with the Grammar-Translation Method.................................7

2.2.1 Introduction to the Grammar - Translation method....................................7

2.2.3 Comparison of the level of acquisition of specialized knowledge.............7

2.2.4 Comparison of language skill development ability....................................8

2.2.5 Factors affecting teaching effectiveness in each method............................9

IV. Conclusion......................................................................................................12

V. References........................................................................................................13

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 I. Introduction
1. Overview of teaching majors in English
In the context of global integration, English instruction is crucial. English is a
universal language that is used extensively in disciplines like science, technology, and
economics. Students who receive instruction in English are better able to access global
knowledge, hone their professional communication abilities, and expand their career
options. A British Council survey indicates that 69% of Asian companies think English
proficiency is crucial when assessing applicants. Universities have additional chances to
collaborate with international partners, and students can take part in international
exchange programs. However, there are drawbacks to teaching in English, such as the fact
that many pupils struggle with the language, necessitating the use of suitable teaching
strategies.
2. Objective of the essay
This paper's goal is to examine and evaluate the efficacy of the English-medium
teaching approach in comparison to the Grammar-Translation approach, therefore
offering some relatively novel ways to raise the standard of instruction. In particular, the
study will weigh the benefits and drawbacks of each approach to ascertain which one best
supports students' acquisition of specialized knowledge in the contemporary academic
setting. Through the comparison, the presentation will also shed light on the advantages
of teaching in English for the simultaneous development of professional educational
abilities and language proficiency, as well as the challenges that must be addressed when
putting this approach into practice.

II. Content
2.1 Teaching methods in English
2.1.1 Overview of specialized teaching methods in English
By teaching specialized disciplines (including economics, engineering, science, and
medical) exclusively in English, the English-medium teaching technique not only teaches
the language but also imparts academic knowledge in that field. This approach's primary
objective is to assist students in gaining specialized information and improving their
proficiency in using English in both academic and real-world job settings. By using this
approach, students can practice the language skills required to interact and collaborate in a

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global setting, gain access to international resources, and increase their specialized
vocabulary. Additionally, this helps students get ready for opportunities to study and work
in international organizations or multinational corporations where English is the primary
language.

2.1.2 Specific methods in teaching specialized subjects in English

a. Content and Language Integrated Learning (CLIL).
The CLIL approach simultaneously develops language proficiency and teaches
specific subject. CLIL helps students acquire specific concepts in English during the
learning process, fostering the natural and efficient development of language abilities, as
opposed to concentrating only on teaching language or transmitting specialized
knowledge (Marsh, Pérez Cañado, & Ráez Padilla, 2015). A CLIL course in
environmental science, for instance, will help students do English-language research on
environmental issues, acquainting them with specific vocabulary and essential language
skills. CLIL has been widely used in European schools to promote international
integration and is especially successful at enhancing communication skills in specialist
English.
b. Task-based Learning.
Task-based learning emphasizes language acquisition through hands-on exercises or
assignments that enable students to use English in particular contexts associated with their
major. For instance, students may be required to present on global financial trends or
analyze a market scenario in an economics lesson. By finishing these assignments,
students improve their professional expression and communication skills in English in
addition to gaining specific knowledge. Task-based learning enables students to apply
knowledge in practical contexts while fostering cooperation and creative thinking
abilities.
c. Direct teaching method in specialized language.
All specialized learning materials are delivered using English as the primary
language in the direct teaching approach, with no assistance from translators. Teachers
assist students become familiar with and directly approach specialized expressions and
terminology by using specialized language and learning resources that are totally in
English. Students using this method must have a solid foundation in English in order to
learn without being hindered by language difficulties. English is the primary language of

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communication and work in the global workplace, and our approach helps students get
ready for it. (Puffer and Dalton, 2011)
2.1.3 Advantages of teaching specialized subjects in English
a. Improve language skills and technical knowledge at the same time
The English-medium teaching approach aids students in both naturally developing
their English and mastering the subject matter. While teaching mathematics in English at
Thanh Xuan Nam Secondary School, I discovered that pupils not only learned
mathematical vocabulary in English but also developed the capacity to communicate,
debate, and engage in discourse in this language. This aids in their rapid language
development and provides a solid basis for future access to scholarly works from
throughout the world. (Puffer and Dalton, 2011)
b. Develop thinking and creative skills
Students are encouraged to enhance their critical and creative thinking skills when
studying a subject in English. Students' capacity to analyze and create problem-solving
strategies is enhanced in English math classes, as they are frequently asked to express
their reasoning and thought processes in English. Students who study mathematics in
English must be able to think creatively in order to communicate their ideas and to learn
the material thoroughly. This not only helps them become proficient in the subject but
also increases their confidence when it comes to handling challenging difficulties.
c. Enhance international integration capacity
Teaching in English gives pupils the chance to more easily integrate into global
academic and professional settings, particularly when it comes to disciplines like
mathematics. Students can readily adjust when taking part in exchange programs or future
overseas courses if they have a foundation in specialist English (Coyle, Hood, & Marsh,
2010). The facts at Thanh Xuan Nam Secondary School demonstrate that pupils who
learn mathematics in English have a more comprehensive understanding of the topic and
feel more comfortable using foreign resources. Furthermore, if students plan to engage in
foreign surroundings or occupations, being able to use specialized English will be a huge
benefit.
2.1.4 Disadvantages and challenges when applying in work units
In the Vietnamese educational system, teaching specialized courses in English is a
novel and promising trend, particularly as the government promotes more English
instruction to strengthen students' ability to integrate internationally. The government has

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prioritized the objective of enhancing students' foreign language competency, which
includes testing the teaching of some topics in English, according to the National Foreign
Language Project 2020. However, a number of internal and external constraints continue
to make it tough and challenging for schools like Thanh Xuan Nam Secondary School to
use this strategy.
a. Language barriers for students who are not proficient in English
The fact that students' English competence is still low is one of the main obstacles.
The majority of students only study English as a secondary subject and have not received
extensive instruction in the language. As a result, learning specific subjects in English
becomes quite challenging. Even while the training program calls for improving English
starting in elementary school, its efficacy is still quite low. Specialized vocabulary is
frequently difficult for students to understand, and it can take more time to explain words
than it does to teach the material. Lessons become of lower quality as a result, and pupils
become more readily disheartened when they approach the subject. To overcome this,
there needs to be specific support policies from education management agencies, such as
organizing specialized English supplementary classes or providing simplified learning
materials suitable for students' levels. (Cenoz, Genesee, & Gorter, 2014)
b. Difficulties for teachers when teaching in a second language
When teaching in English, which is not their mother tongue, teachers are under a lot
of strain. Actually, most Vietnamese instructors have had professional training in
Vietnamese and haven't had many chances to teach in English. Although the Ministry of
Education's strategy has started to mandate that instructors become more proficient in
English, the truth is that mastering the language and the topic is extremely difficult. In
addition to having a solid grasp of their subject, teachers must also be able to articulate
and explain ideas in English with flexibility, sometimes using specialized and
complicated terminology. Furthermore, it is challenging for instructors to enhance their
English instruction due to the dearth of specialized English training programs and
resources. In order for teachers to take part in specialist language and teaching
methodology training courses in English, the State must provide money and policy
support in addition to the individual efforts of the instructors.
c. Lack of teaching materials and aids
There aren't many specific English-language learning resources available in Vietnam
right now, particularly for secondary schools. The majority of instructional resources are

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still written in Vietnamese, and the foreign resources that are available are not entirely
appropriate for Vietnamese students' proficiency level. It takes a lot of time and money to
convert, translate, or create new educational materials in English, and schools sometimes
lack the funding and staff necessary to complete this task. Another obstacle is the dearth
of resources for learning, including reference books, learning software, and visual aids for
English instruction. To increase their comprehension, students require access to rich and
relevant resources, yet many schools are unable to provide the required support materials
because of financial limitations. (Cenoz, Genesee, & Gorter, 2014)
2.2 Comparison with the Grammar-Translation Method
2.2.1 Introduction to the Grammar - Translation method
Learning grammar and translating between two languages are the main goals of the
Grammar-Translation Method, a conventional approach to teaching foreign languages. By
translating sentences and paragraphs from the target language to the mother tongue and
vice versa, this approach aims to assist learners in mastering vocabulary and grammatical
structures. This approach seeks to develop a strong language foundation and the capacity
to examine grammar rather than communication abilities. (Mehisto, Marsh, & Frigols,
2008). Grammar-Translation is frequently used in foreign language instruction in
classrooms, where students primarily practice translation and study language theory,
which aids in the development of their reading and translation skills. However, because it
ignores speaking, listening, and in-person interactions, this approach is restricted in its
ability to foster communication skills.
2.2.2 Comparison of learning effectiveness
2.2.3 Comparison of the level of acquisition of specialized knowledge
Element Teaching specialized subjects in Grammar - Translation
English Method
Ability to The chance to comprehend and learn Grammar and translation help
understand specific information in English helps students learn specialist
specialized students get acquainted with the knowledge, primarily in their
knowledge language and real-world application mother tongue, which restricts
of the field. their direct access to specialized
vocabulary.
Practical Higher applicability improves Limited application abilities;
applicability students' capacity for professional primarily taught grammar and
English communication as they translation theory; little

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 acquire and use specialized language experience in specific real-world
in authentic settings. situations.
Deep More focus should be placed on Despite having a solid
understanding of technical terms and informal understanding of language rules
grammar and language rather than grammar. and grammar, students struggle
sentence structure Although they might not fully to spontaneously and directly
understand grammar, students are understand specialized content.
able to employ it effectively in
technical contexts.
Develop Encourage the growth of analytical, Because of the emphasis on
specialized creative, and critical thinking grammatical analysis and
thinking abilities in the workplace by placing translation, specialized thinking
students in a professional, is not well developed. Students
multilingual language environment. rarely get to experience real-
world scenarios in their subject.
The English teaching approach increases students' capacity to apply the specialized
material to real-world scenarios and fosters critical thinking in the subject by assisting
them in directly absorbing and comprehending it. Students can practice specialized
English, which helps them communicate more effectively in a global setting.
While the Grammar-Translation approach aids students in obtaining a thorough
comprehension of grammar and language structure, it is not very effective in fostering
practical application abilities. It is challenging for learners to speak effectively in English
in a global workplace since this approach does not give them many chances to practice the
language in specific circumstances.
2.2.4 Comparison of language skill development ability
Language Teaching specialized subjects in Grammar - Translation Method
skills English
Listen Regular exposure to English lectures Limited listening skill development
and the language's inherent intonation because this approach primarily
aids in the development of listening concentrates on translation and reading
comprehension abilities in students. comprehension.

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 Speak To enhance speaking abilities, Limited chances for speaking practice
encourage students to present, because the approach mostly depends on
converse, and exchange ideas on grammatical structure analysis and
English-specific subjects. translation.
Read Assist students in familiarizing Improve your reading comprehension
themselves with specific vocabulary abilities, but put more of an emphasis on
and context by focusing on reading translating from English to your native
specialized texts in English. tongue rather than on specific context.
Write To help students strengthen their Develop your writing abilities,
writing abilities in professional concentrating on grammar structure and
settings, require them to write essays translation, but typically only at the
and professional reports in English. level of basic phrases or brief
paragraphs.
Method taught in English: This approach gives students plenty of chances to practice
and develop all four languages equally. They frequently read specialist documents, make
reports, take part in conversations, and listen to lectures in English, which helps them
become accustomed to using the language in work-related contexts and enhances their
language skills. Simultaneously practicing these abilities enables pupils to utilize English
more confidently and flexibly in a global setting. Ruiz de Zarobe and Lasagabaster (2010)
Grammar-Translation Method: This approach places less emphasis on speaking and
listening skills development and more on reading comprehension and translation. By
translating literature from English to their local tongue, students primarily practice
grammar and sentence structure, which restricts their ability to communicate and write in
authentic settings. Although writing skills are developed, they are frequently only at a
basic level, which does not prepare pupils to create intricate, specialized content.
2.2.5 Factors affecting teaching effectiveness in each method
Numerous factors affect the efficacy of the Grammar-Translation method and the
English language education approach. These elements may have an impact on students'
capacity to learn new material and improve their language proficiency.
- The teacher factor: To effectively impart knowledge in the English-language
teaching technique, teachers must possess both subject-matter and language proficiency.
Teachers must be able to communicate difficult ideas in English in a way that is both
understandable and suitable for the students' level. Teachers who use the Grammar-
Translation technique, on the other hand, just need to be well-versed in grammar and have

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strong translation abilities; they are not required to speak English. However, in order to
assist students in their learning, both approaches necessitate that teachers possess strong
pedagogical abilities.
- Teaching materials: In both approaches, instructional resources are crucial.
Materials for the English-language teaching approach must be rich, varied, and relevant to
the particular subject matter in order for students to learn the language and gain
knowledge. To aid in the learning process, resources such specialist books, articles, and
global references are required. On the other hand, the Grammar-Translation approach
limits the development of professional communication skills because it frequently ignores
the real context of the specialized subject while still requiring translation materials and
specialized grammar books. Ruiz de Zarobe and Lasagabaster (2010)
- Learning environment : The way that specialized subjects are taught in English is
greatly influenced by the learning environment. Students will be able to practice the
language with confidence in a professional setting if they are in a multilingual setting that
promotes English communication. On the other hand, because students primarily study
language theory and translation without much exposure to English, the Grammar-
Translation method does not necessitate a robust communication context. A less useful
setting, however, will restrict pupils' ability to use English in authentic contexts.
- Other factors: Teaching effectiveness is also influenced by elements including
school support, teacher preparation, and students' enthusiasm to learn. Because the
specialized English teaching technique necessitates a significant effort in both language
and information acquisition, students must be extremely driven to continue their studies.
To increase the efficacy of instruction, schools must also assist in providing instructors
with supplies, tools, and specialized training programs. Students must persevere with
theoretical knowledge and translation when using the Grammar-Translation technique,
even if it is less taxing on their motivation to communicate.III. Proposing a plan for
teacher development and training
The challenge of teaching mathematics in English by English major teachers is
described in depth below, along with some partial solutions that will help students not
only acquire the language but also gain a thorough understanding of mathematical topics.

Reality 1: Teachers teach Math in English but do not have Math expertise

In certain secondary schools today, math professors are mostly English-speaking

rather than math-teaching. This results in instruction that frequently just covers the

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translation of mathematical terms into Vietnamese without providing a comprehensive
explanation of the nature of mathematical concepts. Without understanding the substance
and relationships between mathematical concepts, students merely comprehend the
surface meaning of English phrases. They find it challenging to do complex exercises or
to put their knowledge into practice as a result.

Solution :

 Co-teaching between Math teachers and English teachers: Co-teaching, in

which math and English teachers work together to educate, is one way that schools
might address this issue. While English teachers facilitate communication in
English, math teachers will be in charge of explaining the specialist material.
Students who use this method not only have a better understanding of nature, but
they also approach words more naturally and accurately.

 Organize workshops with Math teachers: Schools can host workshops in which
math teachers provide English teachers examples and explain how to communicate
mathematical ideas. In order to better communicate the material and terminology
in their courses, English teachers benefit from these seminars.

Reality 2: English teachers lack knowledge of mathematical terminology and

professional context and Maths teachers have the limitation of English proficiency

English teachers frequently lack a better understanding of mathematical terms due to

their lack of professional training, therefore they just teach students English vocabulary
without explaining the definitions of the terms. They just simple translate the terms into
Vietnamese. This makes learning math in English unproductive because students end up
remembering the terms without knowing how to use them.

Solution:

 Mathematical Terminology Training Course for English Teachers: English

teachers should take short-term Mathematical English training courses offered by
schools. Teachers will get specialized mathematical terminology and learn how to
clearly and concisely convey mathematical ideas in English in these courses. To
help English teachers communicate more precisely and effectively, training

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 courses should also incorporate a teaching practice portion where they can practice
elucidating mathematical terms.

 Practice sample lessons with the help of a Math teacher: English instructors can
learn how to explain and communicate terminology by doing example lessons
under the supervision of a math teacher. This gives English teachers more self-
assurance in the classroom and guarantees that pupils understand the material.

Reality 3: Students have difficulty acquiring mathematical knowledge due to

not understanding the nature and context of the terms.

Students struggle to comprehend and apply mathematical topics because they are
only taught English vocabulary and basic translations. Many students are unable to think
critically about mathematical problems, just have a rudimentary understanding of the
vocabulary, or are unable to apply it when completing tasks.

Solution:

 Applying CLIL (Content and Language Integrated Learning) method:

Teachers can utilize content and language integration strategies to assist pupils
better understand math subject in English. Teachers can create an environment
where students can learn math and English by, for instance, introducing
fundamental language in a session on addition and subtraction and then asking
them to apply it to real-life math issues.

 Bilingual exercises help students practice vocabulary and content: Instructors

can assign tasks that call for students to submit their answers in both Vietnamese
and English. In addition to strengthening their capacity to think mathematically in
both languages, this aids pupils in understanding mathematical concepts and
terminology. This method gives pupils greater confidence while using specialist
English in addition to assisting them in developing a deeper comprehension of the
material.

IV. Conclusion

Content-based teaching in the context of globalization because it improve students'

professional knowledge. Language insufficiency, the limitations of teachers’

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qualifications make this approach difficult to apply in schools. Although it necessitates
specific enabling conditions, teaching specialized subjects in English is superior to the
Grammar-Translation technique in terms of developing comprehensive language abilities
and practical application. Schools must have plans to train and develop instructors'
language abilities and implement creative teaching strategies to help students learn new
material and become more proficient in using specialized English if they want to increase
the effectiveness of their instruction. In order to effectively prepare a generation of
students to meet the demands of the integration era, schools and educational
administration organizations must encourage the teaching of specialized topics in English.
V. References

1. Marsh, D., Pérez Cañado, M.L., & Ráez Padilla, J. (Eds.). (2015). CLIL in action:
Voices from the classroom. Cambridge Scholars Publishing.
2. Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to
principles? Annual Review of Applied Linguistics, 31, 182–204.
https://doi.org/10.1017/S0267190511000092
3. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated
learning. Cambridge University Press.
4. Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock
and looking forward. Applied Linguistics, 35(3), 243–262.
https://doi.org/10.1093/applin/amt011
5. Mehisto, P., Marsh, D., & Frigols, M.J. (2008). Uncovering CLIL: Content and
language integrated learning and multilingual education. Macmillan Education.
6. Lasagabaster, D., & Ruiz de Zarobe, Y. (2010). CLIL in Spain: Implementation, results
and teacher training. Cambridge Scholars Publishing.

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