Building Teacher Capacity in Vietnamese English Language Teaching: Research, Policy and Practice

Description

This timely volume opens a window on issues related to English language education in Vietnam. The authors consider that teacher quality is the key factor to be considered if the national English language curriculum outcomes are to be achievable. Aiming to shed light on key issues recently observed in the Vietnamese landscape of English language education, it examines the complexity of the institutionalization of the standardized English proficiency policy, which has been in force since 2008. That policy uses the Common European Framework of References for Languages (CEFR) as the model to set the standards and levels of proficiency for teachers, learners and state employees. The book presents both the theoretical and practical aspects of the standardization movement in English language education. The contents comprise a series of extended research-based chapters written by experts of language-in-education policy and planning in and about Vietnam from a range of perspectives including teachers, English language curriculum developers, teacher educators and researchers. The rich coverage of the book includes current discussion on English language education in Vietnam ranging from policy to practice, making it highly relevant to English teachers, teacher educators, and scholars, in Vietnam and worldwide, who aspire to broaden their horizons and professionalism. of perspectives including teachers, English language curriculum developers, teacher educators and researchers. The rich coverage of the book includes current discussion on English language education in Vietnam ranging from policy to practice, making it highly relevant to English teachers, teacher educators, and scholars, in Vietnam and worldwide, who aspire to broaden their horizons and professionalism. Cover Half Title Series Page Title Copyright Contents List of figures and tables Foreword List of contributors List of abbreviations Introduction 1 English language teaching in Vietnam: aspirations, realities, and challenges 2 Problematising pre-service English language teacher education curriculum 3 Risk, uncertainty, and vulnerability: primary teachers’ emotional experiences of English language policy implementation 4 Exploring teacher learning in mandatory in-service training courses: challenges ahead 5 Teachers’ professional learning in the context of language education reforms 6 Leveraging teaching knowledge to develop teachers’ classroom English: working at scale 7 University lecturers’ perceived challenges in EMI: implications for teacher professional development 8 Teachers’ implementation of computer-assisted language learning in the context of educational change in Vietnam 9 An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: how well are students prepared to communicate in global contexts? 10 English as a lingua franca for Vietnam: current issues and future directions 11 Building teacher capacity for ELT in Vietnam: ways forward Index