Building Teacher Capacity in Vietnamese English Language Teaching: Research, Policy and Practice, 1st Edition (Hardback) book cover

Building Teacher Capacity in Vietnamese English Language Teaching

Research, Policy and Practice, 1st Edition

Edited by Van Canh Le, Hoa Thi Mai Nguyen, Thi Thuy Minh Nguyen, Roger Barnard


216 pages | 4 B/W Illus.

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Hardback: 9781138313866
pub: 2019-08-26
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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.

Table of Contents

List of abbreviations

List of figures and tables



  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 Thị 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)


About the Editors

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 appear in Language Teaching Research, TESOL Journal, the Journal of Asia TEFL, Asian Journal of English Language Teaching, among others. His research interests are teacher education, language planning and policy, and context-based TESOL methodology.

Hoa Thi Mai Nguyen is a senior lecturer in Teacher Professional Learning and TESOL education in the School of Education at University of New South Wales, Australia and specialises in teacher development, mentoring, TESOL and sociocultural theory. She has experience teaching and training pre-service and in-service teachers in Asia and Australia. Her research was highly recognised by a number of awards, most recently a Research Recognition Award for Early Career Researcher by Australian Teacher Education Association. 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 currently an Associate Professor in Applied Linguistics at the English Language and Literature Academic Group (ELL), National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, specializing in Cross-cultural pragmatics and politeness, pragmatics in language teaching, and professional development. Before joining ELL, NIE/ NTU, she taught at Faculty of English Language Teacher Education, Hanoi University of Languages and International Studies, Vietnam National University, Hanoi. Dr. Nguyen has had extensive experience training English language teachers both in Vietnam and Singapore.

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.

About the Series

Routledge Critical Studies in Asian Education

In Asia, schooling, teaching and learning are undergoing major changes as a consequence of wider economic, social, cultural and political movements. The success of some Asian countries in international education benchmarks has redirected attention to the region. This is counterbalanced by other countries that are struggling to educate their citizens in the midst of political instability, ideological and religious tensions, poverty and natural disasters. In spite of such broad differences across countries in Asia, pioneering and innovative research is being conducted that is of increasing interest to researchers, practitioners, policymakers, and governments worldwide.

The Routledge Critical Studies in Asian Education book series will examine key theoretical and empirical research on the changing institutional and cultural contexts of Asian education. The series aims to establish a strong platform for the critical discussion of educational practices and pedagogies in Asia, and is open to Asian and international researchers with a focus on the region. Interdisciplinary research is welcomed, including education, social sciences, psychology, organisational studies, economics, history, political science, cultural studies, and language and literacy.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Teaching Methods & Materials / Language Arts
EDUCATION / Educational Policy & Reform / General