SKKN Exploiting cultural factors in teaching communication and culture/ CLIL to enhance students’ participation for grade 10th

languages is going up dramatically. The fact that the Ministry of Education and

Training stipulates that English is a compulsory subject from grade 3 to grade 12 in

the new general education program (issued together with Circular No. 32/2018 /

TT- BGĐT dated December 26, 2018 of the Minister of Education and Training) is

the clearest evidence affirming that English is an indispensable medium in the

context of globalization and international integration in many fields. In recent

years, teaching and learning English in high schools has been much more focused

when English is a mandatory subject in national high school exams for the majority

of candidates and the percentage of candidates applying for university admission

related to English is increasing. Therefore, improving the effectiveness of teaching

and learning is an urgent need not only for learners but also for those who are

directly teaching English. Thus, many Vietnamese, especially the young people,

can speak English; however; not many of them have intelligible cultural

knowledge. In addition, based on the general dispatch on the development of

competency qualities of the overall General education program in 2018, the

General education program forms and develops for students the following key

qualities: patriotism, kindness, diligence, honesty, and responsibility. Learning

culture is an essential component of language learning. Culture provides the

context in which language is used, and understanding cultural nuances and

practices is crucial for effective communication in any language.

Equally important, if culture is integrated with the study of languages,

learners can derive long-term benefits from their language learning experience.

Therefore, learning culture can give impetus to language learning. Moreover,

learners who acquire certain cultural knowledge can grasp information more fully

and develop a more positive attitude toward other cultures. They not only gain

knowledge of other cultures but also increase their understanding of their own

cultures. Therefore, culture needs to be applied to the teaching of language and

skills so that learners can know how to speak and write in culturally appropriate

ways. Besides, Vietnam has a long-standing traditional culture with outstanding

customs and practices and characteristics of a country in the East. Many

Vietnamese conceptions of life, people, love, happiness, and dress are sometimes a

bit traditional and not as liberal and open as people in many Western countries.

That’s why culture shock seems to be a common manifestation when moving to a

new country. Furthermore, communication and culture/ CLIL is learnt and taught

in a non-native environment, students have little opportunity to discover how these

speakers think, feel, and interact with others. That is the reason why they do not

feel confident enough to converse with English teachers or native speakers and

people in other countries where English is used mainly. Therefore, integrating

including increased motivation and engagement, improved communication skills,

and a deeper understanding of different cultures. Additionally, CLIL (Content and

Language Integrated Learning) is an effective approach to language teaching that

combines language learning with subject-specific content, and it has been shown to

improve students’ language proficiency and academic performance. By focusing

on the cultural aspects of language learning and utilizing CLIL, you can help your

students become more competent and confident communicators in both their first

language and the target language.

feedback as well as spread to my colleagues with a view to helping improve the

overall goal of education in all parts of the country.

communication and culture/ CLIL to enhance students’ participation” may include

the following:

participation in CLIL (Content and Language Integrated Learning) classes.

To identify cultural factors that may have effect on student participation in

CLIL classes, such as attitudes, values, beliefs, and communication styles.

To investigate effective teaching strategies used to address cultural factors

and enhance student participation in CLIL classes.

To examine the role of cultural awareness and sensitivity in promoting

student engagement and motivation in CLIL classes.

To assess the effectiveness of cultural-based teaching approaches in

enhancing student learning outcomes in CLIL classes.

To provide recommendations for teachers and educators on how to integrate

culturally responsive learning environment in CLIL classes.

participation in CLIL classes, as well as identify effective teaching strategies that

can be used to address these factors and enhance students’ engagement and

motivation. The study may involve surveys, interviews, and classroom

observations of 10th-grade students in Thai Hoa High School.

0th-grade students, they could still have implications for other similar schools that

for teachers and educators with the intention of improving their teaching practices

as well as promoting a more inclusive and culturally responsive learning

environment in their classrooms.

us to success in communicating genuinely and understanding the real world outside

the classroom. In order to use the language effectively, language teachers should

realize that knowledge of the world’s language and culture is increasingly

important. Language learners need to have mastery of not only the language itself

but also the culture in which the language is used. Therefore, it is suggested that

language teachers should focus on the integration of culture in the language

classroom, which serves as a tool for helping students understand and appreciate

other cultures.

Besides that, exploiting cultural factors in teaching CLIL lessons is actually a

new way to improve students’ communicative competence, teachers should insert

cross-cultural knowledge into the learning and teaching CLIL lessons.

Through a variety of new and motivating activities such as movie making,

photos, games, talkshows….. Students are provided with a number of opportunities

to have a deeper understanding of culture and tradition of some English-speaking

countries around textbook topics. In addition, more language knowledge and skills

as well as communication skills will be fostered in the best way.

of teaching English with a view to motivating as well boosting students to reach

their potential.

reasons, context, and scope of the topic. In the content of the study, the author

outlines the elements of practical reasoning and methods of solving the problem,

the effectiveness of the problem. In the conclusion, the author gives an overview of

the topic conclusions and some suggestions for developing research.

2

and writing research

Chapter 1. Theoretical and Practical Background

shaped a system of values, traditions and tastes that define the unique

characteristics of each people”¹. This definition emphasizes the creative activity of

human communities associated with the historical development of each community

over a long period of time. so the values have universal humanity, at the same time

have the specificity of each community, the unique identity of each nation.

However, if we only rely on this general definition, in the state management of

culture, we are easily misunderstood: Cultural management is the management of

creative activities and, moreover, the management of literary and artistic creations.

In fact, cultural management is not like that, cultural management at the commune

level is not the only one.

Culture is viewed and defined differently from the perspective of

researchers. “Culture is a centralized belief, attitude, custom. The behavior and

social habits of a community” [1]. Culture therefore plays an important role in

the community. So culture is the glue that holds communities together. Culture

as defined by Lado [2] is synonymous with the way people live and work in

certain areas.

Content and Language Integrated Learning (CLIL) as defined by Joanna

Wiseman [3] is an approach where students learn a subject and a second language

at the same time. A science course, for example, can be taught to students in

English and they will not only learn about science, but they will also gain relevant

vocabulary and language skills.

It’s important to note that CLIL is not a means of simplifying content or re-

teaching something students already know in a new language. CLIL courses should

truly integrate the language and content in order to be successful – and success is

determined when both the subject matter and language is learned.