Innovating the training and professional development of primary school teachers who teach subjects in English in the context of international integration

Topic: Innovating the training and professional development of primary school teachers who teach subjects in English in the context of international integration

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Abstract

This article presents the results of a study on the current state of training and professional development for teachers teaching subjects in English using the Content and Language Integrated Learning (CLIL) model at the primary school level in Vietnam, in the context of increasingly deep international integration.

Based on a combination of quantitative research methods (surveying 245 teachers and 42 administrators in 6 provinces/cities representing 6 socio-economic regions) and qualitative methods (in-depth semi-structured interviews and analysis of secondary documents from policy documents and industry reports from 2019-2024), the article clearly identifies serious shortcomings in English language proficiency, CLIL pedagogical competence, and current training programs.

The results show that 78.4% of teachers have not met the C1 English proficiency standard according to the CEFR, and 65.3% lack the necessary integrated pedagogical skills. Therefore, this article proposes a 3-Phase CLT Model with a total duration of 180 hours, following a competency-based approach, combining in-person, online, and in-school practice, to meet the requirements of the National Foreign Language Project 2020-2025 and the 2018 General Education Program.

Keywords:

Teacher training; English-medium instruction; CLIL; primary education; international integration; competency development.

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