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Exploring Vietnamese Primary School Teachers' Knowledge, Experiences, and Perspectives in CLIL Implementation

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Title: Exploring Vietnamese Primary School Teachers' Knowledge, Experiences, and Perspectives in CLIL Implementation
Language: English
Authors: Le Anh Phuong Bui (ORCID 0009-0001-8226-3650), Wei-Yu Liu (ORCID 0009-0004-7719-5085)
Source: International Online Journal of Primary Education. 2026 15(1):1-18.
Availability: International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Content and Language Integrated Learning, Teaching Experience, Pedagogical Content Knowledge, Knowledge Level, Language Proficiency
Geographic Terms: Vietnam
ISSN: 1300-915X
Abstract: In Vietnam, content and language integrated learning (CLIL) has been introduced as an innovative approach to simultaneously develop elementary students' language skills and academic subject knowledge. This study aims to investigate elementary teachers' knowledge, experiences, and perspectives on CLIL implementation in Vietnam. Employing a mixed-methods design, this study administered a questionnaire comprising 20 five-point Likert-scale items to 100 teachers in the pilot phase and 183 teachers in the main phase, and conducted individual interviews with six teachers using nine open-ended questions. The findings reveal that although teachers possessed basic insights, relevant experience, and positive perspectives on CLIL (with mean scores exceeding 3.6), they faced several challenges related to professional development, collaboration and administrative support, and disparities in students' language proficiency. In addition, teachers' knowledge and experience were positively associated with their perspectives on CLIL (r = 0.68, p < 0.001; r = 0.52, p < 0.001, respectively), with knowledge emerging as a significant predictor (β = 0.62, p < 0.001), and a positive trend was observed between teachers' language proficiency and their attitudes toward CLIL. Based on the participants' responses, this study proposes several suggestions concerning training programmes, cooperation, and administrative support to enhance the effectiveness of CLIL implementation in Vietnamese elementary schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506564
Database: ERIC
FullText Text:
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  Data: In Vietnam, content and language integrated learning (CLIL) has been introduced as an innovative approach to simultaneously develop elementary students&#39; language skills and academic subject knowledge. This study aims to investigate elementary teachers&#39; knowledge, experiences, and perspectives on CLIL implementation in Vietnam. Employing a mixed-methods design, this study administered a questionnaire comprising 20 five-point Likert-scale items to 100 teachers in the pilot phase and 183 teachers in the main phase, and conducted individual interviews with six teachers using nine open-ended questions. The findings reveal that although teachers possessed basic insights, relevant experience, and positive perspectives on CLIL (with mean scores exceeding 3.6), they faced several challenges related to professional development, collaboration and administrative support, and disparities in students&#39; language proficiency. In addition, teachers&#39; knowledge and experience were positively associated with their perspectives on CLIL (r = 0.68, p &lt; 0.001; r = 0.52, p &lt; 0.001, respectively), with knowledge emerging as a significant predictor (β = 0.62, p &lt; 0.001), and a positive trend was observed between teachers&#39; language proficiency and their attitudes toward CLIL. Based on the participants&#39; responses, this study proposes several suggestions concerning training programmes, cooperation, and administrative support to enhance the effectiveness of CLIL implementation in Vietnamese elementary schools.
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      – Text: English
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        PageCount: 18
        StartPage: 1
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Content and Language Integrated Learning
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Knowledge Level
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Vietnam
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      – TitleFull: Exploring Vietnamese Primary School Teachers' Knowledge, Experiences, and Perspectives in CLIL Implementation
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              Y: 2026
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