This timely volume opens a window on English language education in Vietnam by presenting both the theoretical and practical aspects of the standardization movement in English language education.
This timely volume opens a window on English language education in Vietnam by presenting both the theoretical and practical aspects of the standardization movement in English language education.
Le Van Canh is an associate professor in applied linguitics at Vietnam National University, Hanoi. He has been involved in English language teacher education in Vietnam for the past 40 years. His publications centre on second language teacher education in response to the enactment of innovation in Vietnamese ELT. For the last few years, he, as a teacher educator, promotes teacher research among Vietnamese ELT teachers in an attempt to bridge global disciplinary discourses with local practices. His research interests are teacher education, language planning and policy, and context-based TESOL pedagogy. Hoa Thi Mai Nguyen is a senior lecturer in the School of Education at The University of New South Wales, Australia, and specialises in teacher education and development, mentoring, TESOL, and sociocultural theory. She has experience teaching and training pre-service and in-service teachers in Asia and Australia. She has had two authored books, two edited books and over 15 book chapters and 20 articles in well-regarded peer -reviewed journals and international prestigious publishers. She is also an honorary research fellow at the University of Sydney and a visiting scholar at King¿s College London. Nguyen Thi Thuy Minh is an associate professor in the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests include pragmatics in language teaching and learning, interactional competence development, language pedagogy and language teacher education. She has published widely in mainstream TESOL and applied linguistics journals and reputable edited books, and co-authored several teachers¿ handbooks and school resource materials. She is currently serving on the editorial board of the Asian Journal of English Language Teaching published by the Chinese University of Hong Kong. Roger Barnard is an associate professor in applied linguistics at The University of Waikato, New Zealand. Over the past fifteen years, he has worked with academics in Vietnam and many other Asian universities on collaborative research projects, resulting in several publications; most recently, R.Barnard & Z. Hasim (Eds.), English Medium Instruction Programmes: Perspectives from South East Asian Universities, published in 2018.
Inhaltsangabe
List of abbreviations List of figures and tables Foreword Introduction 1. English language teaching in Vietnam: Aspirations, realities and challenges (Le Van Canh) 2. Problematising Pre-service English Language Teacher Education Curriculum (Hai-Ha Vu and Diana L. Dudzik) 3. Risk, uncertainty and vulnerability: primary teachers emotional experiences of English language policy implementation (Laura Grassick) 4. Exploring teacher learning in mandatory in-service training courses: challenges ahead (Le Van Canh) 5. Teachers professional learning in the context of language education reforms (Hoa Thi Mai Nguyen, Tram Do Quynh Phan, and Manh Van Le) 6. Leveraging teaching knowledge to develop teachers classroom English: Working at scale (Donald Freeman and Anne Katz) 7. University lecturers perceived challenges in EMI: Implications for teacher professional development (Lê Th Thùy Nhung) 8. Teachers implementation of computer-assisted language learning in the context of educational change in Vietnam. (Nguyen Thi Hong Nhat) 9. An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: How well are students prepared to communicate in global contexts? (Minh Thi Thuy Nguyen and Phuong Hong Cao) 10. English as a Lingua Franca for Vietnam: Current Issues and Future Directions (My-Hau Thi Ho and Hanh Thi Nguyen) 11. Building teacher capacity for ELT in Vietnam: Ways forward (Le Van Canh and Roger Barnard) Index
List of abbreviations List of figures and tables Foreword Introduction 1. English language teaching in Vietnam: Aspirations, realities and challenges (Le Van Canh) 2. Problematising Pre-service English Language Teacher Education Curriculum (Hai-Ha Vu and Diana L. Dudzik) 3. Risk, uncertainty and vulnerability: primary teachers emotional experiences of English language policy implementation (Laura Grassick) 4. Exploring teacher learning in mandatory in-service training courses: challenges ahead (Le Van Canh) 5. Teachers professional learning in the context of language education reforms (Hoa Thi Mai Nguyen, Tram Do Quynh Phan, and Manh Van Le) 6. Leveraging teaching knowledge to develop teachers classroom English: Working at scale (Donald Freeman and Anne Katz) 7. University lecturers perceived challenges in EMI: Implications for teacher professional development (Lê Th Thùy Nhung) 8. Teachers implementation of computer-assisted language learning in the context of educational change in Vietnam. (Nguyen Thi Hong Nhat) 9. An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: How well are students prepared to communicate in global contexts? (Minh Thi Thuy Nguyen and Phuong Hong Cao) 10. English as a Lingua Franca for Vietnam: Current Issues and Future Directions (My-Hau Thi Ho and Hanh Thi Nguyen) 11. Building teacher capacity for ELT in Vietnam: Ways forward (Le Van Canh and Roger Barnard) Index
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