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.
List of abbreviations
List of figures and tables
- English language teaching in Vietnam: Aspirations, realities and challenges (Le Van Canh)
- Problematising Pre-service English Language Teacher Education Curriculum (Hai-Ha Vu and Diana L. Dudzik)
- Risk, uncertainty and vulnerability: primary teachers’ emotional experiences of English language policy implementation (Laura Grassick)
- Exploring teacher learning in mandatory in-service training courses: challenges ahead (Le Van Canh)
- Teachers’ professional learning in the context of language education reforms (Hoa Thi Mai Nguyen, Tram Do Quynh Phan, and Manh Van Le)
- Leveraging teaching knowledge to develop teachers’ classroom English: Working at scale (Donald Freeman and Anne Katz)
- University lecturers’ perceived challenges in EMI: Implications for teacher professional development (Lê Thị Thùy Nhung)
- Teachers’ implementation of computer-assisted language learning in the context of educational change in Vietnam. (Nguyen Thi Hong Nhat)
- 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)
- English as a Lingua Franca for Vietnam: Current Issues and Future Directions (My-Hau Thi Ho and Hanh Thi Nguyen)
- Building teacher capacity for ELT in Vietnam: Ways forward (Le Van Canh and Roger Barnard)
The contributors to this book present a wide range of key issues relating to the current state of English language teacher education in Vietnam, combining political perspectives and theoretical insights with empirical studies. The book will be immensely valuable to students, teachers and researchers working in Vietnam, as well as to many others in relatable contexts involved in building the capacity of English language teachers.
Roger Barnard, University of Waikato, New Zealand
This book is an insightful compilation which will appeal not only to educators, teachers, and researchers, but also administrators, policymakers, and those who are concerned with teacher professional development, ideologies, and practices in the face of educational reforms.
Trang Thi Thuy Nguyen, ELT Journal, Volume 74, Issue 2, April 2020