THE USE OF TRANSLATION AS A PEDAGOGICAL APPROACH IN CLIL

CLASSROOMS IN VIETNAM
Interview 1: Student A – Environmental Science course
Interviewer: Can you describe how translation was used in your CLIL class?
Student A: Yes. In our Environmental Science class taught in English, the Teacher
teacher often encouraged us to translate key concepts into Vietnamese during encourages
and after the lesson. For example, when we learned about “carbon footprint” or active translation
“sustainable development,” we had to not only understand the terms in English, Translation as a
but also explain them in Vietnamese in our own words. Sometimes we worked in tool for meaning-
Collaborative making
pairs and discussed how to express the idea clearly for a Vietnamese audience.
bilingual
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We also used bilingual glossaries and occasionally created our own translations
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for newly introduced scientific terms. generated
Interviewer: How did that help your learning?
Student A: It really helped with comprehension. Some of the topics were
complex, and if I had only focused on understanding them in English, I might
have missed some key ideas. Translating forced me to process the meaning
more deeply. It was not just about word-for-word translation, but about
transferring the whole idea. I noticed that when I had to explain something in
Vietnamese, it pushed me to confirm whether I truly understood the English
concept.
Also, in our group projects, we had to present findings in English, but we often
brainstormed in Vietnamese first. It helped us develop ideas more confidently.
Then we worked together to translate them into more formal academic English.
That process helped us notice language gaps, and sometimes we even asked
our teacher about the best way to say something in English.
Interviewer: Did your teacher support this use of translation?
Student A: Yes, very much. She encouraged what she called “thinking
bilingually.” She said that translation wasn’t cheating—it was a bridge. She
even designed one activity where we had to create short bilingual info-sheets
about climate change for a local audience. That was one of my favorite tasks,
because I felt like I was using both my language skills and subject
knowledge to create something useful.
She also encouraged us to be critical. For instance, she once asked us to
compare the Vietnamese translations of "greenwashing" in different media
outlets and analyze whether they really conveyed the concept well. That was
eye-opening.
Interviewer: Were there any challenges with this approach?
Student A: Yes. Sometimes, we relied too much on Vietnamese when things
got difficult. That made it harder to practice expressing the ideas in English later.
There were moments when my group finished brainstorming in Vietnamese, but
then struggled to find the right English phrases, especially for abstract ideas. So
we still needed more vocabulary support.
Also, scientific terms don’t always have perfect equivalents in Vietnamese, so
we had to be careful not to oversimplify or distort the meaning. We had debates
over how to translate “ecological resilience” without losing the nuance.
Interviewer: What suggestions do you have for improving the use of translation
in CLIL classrooms?
Student A: I think it would help if teachers gave us more guided translation
activities—like comparing English explanations with Vietnamese ones, or
analyzing different translation choices. That way we can learn from both
languages. Also, providing some key phrases in English for expressing complex
ideas would help us move from L1 to L2 more smoothly.

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I also think this approach should be more visible in assessments. If translation
helps us learn, then maybe we can include bilingual reflections or short
explanations in Vietnamese alongside English tasks. That would show how both
languages support our thinking.

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Interview 2: Introduction to Marketing course
Interviewer: What role did translation play in your CLIL Business class?
Student B: In our Introduction to Marketing course, translation was used in very
purposeful ways. We started with English business texts—case studies, brand
descriptions, and advertisements—and then the teacher would ask us to
“localize” them for a Vietnamese audience. That often meant translating, but also
adapting tone, style, and even cultural references.
For one assignment, we had to take a real English ad campaign and rewrite the
message for a local market, keeping the persuasive effect. It was difficult but fun!
I realized how much thought goes into word choice, not just in English but in
Vietnamese too.
Interviewer: How did this affect your learning experience?
Student B: It gave me a deeper appreciation for how language works in
professional settings. Translating wasn’t just about replacing words—it was
about rethinking meaning. I had to consider context, cultural connotations, and
the target audience. That made me more aware of language strategies in
English and more confident using them myself.
Also, as someone who hopes to work in marketing, I found this kind of task very
realistic. In Vietnam, you often have to work with both English and Vietnamese
materials. This class helped prepare me for that.
Interviewer: What was the teacher’s role in guiding these activities?
Student B: Our teacher was very intentional. She always framed translation as
a strategic skill. In class, she would give us example translations—some good,
some awkward—and ask us to improve them. We discussed the differences in
tone, emotional appeal, and clarity. She also reminded us that sometimes the
best “translation” isn’t literal at all—it’s about capturing the core message.
She also made sure to explain how translation fits within bilingual
communication in business. For example, she showed us how bilingual
packaging or customer communication affects branding. That helped us see
translation not just as academic, but as something dynamic and creative.
Interviewer: Were there any difficulties?
Student B: Yes. First, time. Translation activities take longer than usual
discussions. You have to read, understand, rewrite, and revise. Sometimes we
felt rushed, especially when the class also had to cover new content.
Another issue was balancing the needs of international and local students.
During translation discussions, some international students felt they couldn’t fully
join in. Our teacher tried to involve them by asking for feedback on the English
side of things or by including translation as part of collaborative presentations.
Also, there were moments when I wasn’t sure if my Vietnamese translation was
“right” or just “acceptable.” I wished we had access to professional examples or
teacher models to learn from.
Interviewer: What suggestions do you have for teachers who want to use
translation in CLIL?
Student B: First, explain clearly why translation is part of the learning. When
students understand its value, they take it seriously. Second, give us models or
checklists—like what to focus on when translating a paragraph: clarity, tone,
audience, etc.
Also, create mixed-language teams, where students help each other with L1 and
L2. That way translation becomes a social activity, not just a solo task. And
finally, treat translation as a form of creative problem-solving. When it’s framed
that way, students see it as empowering, not just difficult.

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Interview 3: Student C – Principles of Economics course
Interviewer: Can you describe how translation was used in your CLIL class?
Student C: In my Economics class, the teacher occasionally used translation,
but it wasn’t really part of the teaching method. He would sometimes give the
Vietnamese equivalent of a difficult English term, especially if someone asked.
But it was usually just a quick translation—one word or one phrase—and then he
moved on. There weren’t any structured activities around translation, and we
didn’t really get to apply it or talk about it.
Interviewer: How did that help your learning?
Student C: Honestly, it didn’t help much. Sometimes the Vietnamese terms
were too technical, so they didn’t make the concept clearer. Other times, the
translation felt too simple, and I still didn’t fully understand what the term meant
in the academic context. I think the intention was good, but without discussion or
examples, the translations didn’t really support comprehension.
Also, since it was spontaneous and not consistent, I never knew when
translation would be used. It felt like we had to figure things out ourselves most
of the time. In study groups after class, we often had to re-teach each other in
Vietnamese just to make sense of what we’d learned.
Interviewer: Did your teacher support this use of translation?
Student C: Not really. I don’t think he saw translation as a teaching strategy—
more like a backup plan when someone got confused. There were no bilingual
glossaries, no follow-up questions, no encouragement to compare terms. When
someone asked, “What does this mean in Vietnamese?”, he would just give a
quick answer and move on. It felt like he expected us to catch up on our own.
He also never invited us to use Vietnamese to explore ideas or explain concepts
in groups. The focus was always on speaking English, even if we weren’t ready.
So, translation felt like a side tool, not a real part of learning.
Interviewer: Were there any challenges with this approach?
Student C: Yes, a lot. First, many students just stayed quiet in class because
they didn’t understand the terms in English, and the translations weren’t helping
much. The students who had stronger English skills were the only ones
answering questions or joining discussions. It created a gap in participation.
Also, because the translation was so brief, we didn’t have time to check if our
understanding was accurate. I sometimes remembered the Vietnamese term,
but not what it really meant. And there was no reflection or feedback to show if
we were interpreting things correctly.
Interviewer: What suggestions do you have for improving the use of translation
in CLIL classrooms?
Student C: I think translation should be planned into the lesson, not just added
when someone asks for it. The teacher could provide bilingual materials—like a
glossary or short reading passages in both languages—and ask us to compare
them.
Also, we could do small group discussions where we first talk through concepts
in Vietnamese, then try to explain them in English. That would help us move
between the two languages with more confidence.
Another idea is to ask students to write bilingual summaries of what they
learned. That would give us a chance to show what we understand and practice
using the vocabulary in both languages.
I really believe that translation can help in CLIL, but only if it’s used to build
understanding—not just to translate words. Teachers need to guide us through
that process.

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