Thiết kế và triển khai học phần “Công nghệ dạy học và chuyển đổi số trong giáo dục tiểu học” theo CLIL trong đào tạo sinh viên ngành Giáo dục tiểu học, Trường Đại học Thủ đô Hà Nội

Tóm tắt

As Vietnam moves forward with its national initiative to make English a second language in schools, the demand for using English in teaching specialized courses within primary teacher education has become urgent, calling for meaningful reform in curriculum design and teaching instruction. This paper examines the design and implementation of the course Educational technology and Digital transformation in primary education through a Content and Language Integrated Learning (CLIL), developed for students in the Primary Education program at Hanoi Metropolitan University. This paper examines the design and pilot implementation of the course Educational technology and Digital transformation in primary education using a CLIL approach, developed for students in the Primary Education program at Hanoi Metropolitan University. Drawing on theoretical research on CLIL combined with the specific characteristics of the course content and instructional design, a five-step teaching implementation process is proposed, along with a teaching organization model structured according to the 4Cs framework (Content, Communication, Cognition, and Culture). The model was piloted on one course unit (“Application of AI in teaching”) with 40 third-year students at minimum CEFR B1 level. Initial pilot results indicate the model’s feasibility; however, the lower score on the Communication criterion suggests that B1 is a necessary but not sufficient condition for academic discipline-specific English. The findings offer a theoretically grounded and practically oriented foundation for integrating English into the teaching of specialized courses in teacher education programs, contributing to the implementation of Vietnam's policy on establishing English as a second language in schools generally and in higher education in particular.