🎁 Foreign English Language Teachers For Schools In Vietnam

David Riddell has been teaching English as a Foreign Language since 1984 and has been a teacher trainer since 1987. He has worked in academic management in three British Council schools, worked for the University of Cambridge as a CELTA Joint Chief Assessor, and designed and run management courses, both face to face and online.. "/> Check out our video on Sean's channel: how to start teaching English abroad:http://www.ninjateacher.comWatch Accordingly, the high school teachers need to gain the level of C2 [in order to teach at a B2 level]," noted Thuong Nguyen in her paper Vietnam's National Foreign Language 2020 Project after 9 years: A Difficult Stage. Nevertheless, the survey shows that upper secondary school teachers with the level of C2 only constitute a low percentage Documents to teach in Vietnam legally. Teaching English in Vietnam salary and benefits: Public schools: $1,300-$1,900 per month; Private language centers: $1,100-$1,800 per month; Universities: $1,800-$2,200 per month; International schools: $1,800-$2,400 per hour; Details breakdown of ESL teacher salary in Vietnam 1. Public schools: $1,300-$1,900 per month European International School. HCMC (D2) English is the instruction language. Additional languages: German, French, Spanish, Korean, Chinese and Vietnamese. Early years, Primary School, Middle School, High School. Early Years: VND 225 - 375 mil; Primary: VND 437 - 476 mil; Middle & High School: VND 498 - 599 mil. The policy calls for social contributions to improve English language teaching from primary schools to senior high schools by employing only foreign native English teachers. Each student will chip in VND120,000 (US$5.8) a month to cover the $35 an hour salary of the foreign teacher. English is a popular and obligatory subject for most universities, yet there is only a handful of Vietnamese universities offering jobs for foreign teachers as their budget is limited. Formal Education Institutions. Most expatriate English teachers choose private schools and English centers as their workplaces. English Language Company (ELC), a school in Sydney, Australia, will provide voluntary teachers from native English-speaking countries to primary and secondary schools, colleges and universities throughout Vietnam. 1DP7S. This paper examines the English language situation at primary school level in Vietnam from a language planning perspective. It examines language policy for foreign language teaching in Vietnam to provide a picture of the role of English in foreign language education. It analyses language-in-education policy, curriculum and teachingmaterials,and teaching conditions and discusses the future of ELT in primary schools in Vietnam To read the full-text of this research, you can request a copy directly from the authors.... To a certain extent, it can be summed up that 'Vietnam's linguistic history reflects its political history' Denham, 1992 61 2007. The teaching and learning of the English language in Vietnam has 'strong political, economic, and social bearings' Le, 2007 168 Nguyen and Nguyen, 2007. For the three last decades, English has been put in the center of national language teaching programs and become the most preferred and the compulsory language subject at all school levels. ...... The first problem is that Vietnam's ELT policies are subject to frequent changes. According to Nguyen and Nguyen 2007, and Thai 2005 The problems identified above draw on a review of the government's documents and several scholars' opinions documented in their journal articles, which are not based on empirical findings. It is necessary to conduct an empirical study to document the opinions of a wider population of practitioners and scholars. ...... After the declaration of independence in 1945 and especially the victory against France in 1954, four foreign languages English, Russian, Chinese, and French were taught in and French were the two foreign languages taught in the South of Vietnam due to the influence of the United States to the Republic of South Vietnam while Russian and Chinese were taught at secondary schools in the North of Vietnam as a consequence of military aid from the Soviet Union and the People's Republic of ChinaNguyen and Nguyen, 2007. After the Reunification of Vietnam in 1975 and until 1986, Russian was the most important foreign language in Vietnam due to the Vietnam's political situation as well as economic direction at that time. ...English language teaching ELT policies usually serve as a key element in regulating the English language teaching and learning activities of a country. For the past twenty years, the Vietnamese Government has issued a significant number of policies in ELT, and spent a larger proportion of its budget on promoting ELT and learning than ever before. However, the improvement of English teaching and learning is rather limited in comparison with the considerable effort and the substantial amount of money spent. This lack of improvement implies that Vietnam’s ELT policies might not play a significant role in guiding English language teaching and learning activities as expected. In order to inform policy making regarding English teaching in both Vietnam and other similar contexts, the present paper aims to discover problems underlying the current ELT policies in Vietnam. It draws on a historical review of ELT in Vietnam, an analysis of related governmental documents, and interviews with scholars and practitioners. The historical review and the analysis of governmental documents reveal two major problems the ambiguous nature of policies and the frequent changes of policies that confuse both students and teachers. Through the interviews around the four controversial policies, scholars and practitioners have identified the following problems A top-down policy-making process, a lack of a strong empirical base, an ignorance of contextual factors and local needs, and poor management. These problems are discussed through a detailed analysis of four selected controversial polices.... In the particular context of Vietnam, English has been adopted as a major foreign language. For the past two decades, English has been believed to help boost employment chances among Vietnamese youth both locally and internationally Nguyen & Nguyen, 2007. In 2008, Decision No. 1400/QD-TTg was issued by Vietnam's government in regard to the approval and operation of the National Project-Foreign Language 2020. ...... Before 2013, there was no consensus about official English textbooks across the country, and each school used different teaching materials. As reported by Nguyen and Nguyen 2007, three main sets of English textbooks had been used up to this point in primary schools 1 books published by the Educational Publishing House Teaching English in Primary School [Books 1, 2, 3] written by Pham Dang Binh and Nguyen Quoc Tuan, Let's Learn English [Books 1, 2, 3] written by Nguyen Quoc Tuan, Phan Ha, Dao Ngoc Loc, and Do Thi Ngoc Hien, 2 books published by the Centre for Educational Technology English 1-5 written by Ngo Thi Tuyen, and 3 books published by Oxford University Press Let's Go, Family and Friends. As evaluated by Moon 2005, the two sets of English textbooks published locally and domestically focused more on grammar than on communication. ...... This goes against Nation's 2014 suggestion that language courses should be designed with a balance of four strands 1 meaningfocused input through listening and reading, 2 meaningfocused output through speaking and writing, 3 language development grammar, vocabulary, pronunciation, and 4 fluency development. The internationally published textbooks were often too costly for Vietnamese parents and teachers Nguyen & Nguyen, 2007. ...This article delves into the issue of incorporating sociolinguistic aspects of language and culture into the current primary English textbooks in Vietnam. The authors first provide an overview of primary English teaching in the Vietnamese setting and then evaluate the current primary English textbooks in relation to the objectives of foreign language teaching and learning proposed by Vietnam's Ministry of Education and Training for the time period 2008–2020. The evaluation focuses on four main sociolinguistic aspects teaching approach, bilingualism, language variations, and intercultural communication reflected in the primary English textbooks. The evaluation findings indicate that the textbook design follows communicative language teaching. However, English variations and cross-cultural knowledge are still limited in the textbook design. Although some signs of bilingualism are recognized in the teachers' books, it is not clear whether bilingualism or double monolingualism is encouraged by the textbook writers. In order to improve sociolinguistic understanding among young learners, the authors recommend cooperation among teachers, textbook writers, and policymakers.... These teachers are not trained to work with children. Beside lacking in EYL pedagogy, primary English teachers in Indonesia Sikki, Hamra, Amran, & Moni, 2013;Zein, 2016, Vietnam Hoa & Tuan, 2007, Thailand Graham, 2009, Cambodia Saroeun, 2015 generally also lack in English proficiency, particularly those who do not have their degree from English Language teacher education Graham, 2009;Zein, 2016. ...... Suitable yet affordable textbooks for all children have also been a constant problem in Vietnam, Lao PDR, Myanmar, and Cambodia although recently there are efforts to develop more culturally suitable textbooks for Myanmar with the help of the Japan International Cooperation Agency JICA Hall & Gaynor, 2020 and Vietnam through a cooperation between local publisher and British Council Hoa & Tuan, 2007. The primary English textbooks for the 4 th graders in Cambodia are provided by the Ministry of Education, Youth, and Sport. ...Abstract This article reviews the existing literature concerning the policy of English for Young Learners EYL and its implementation in ASEAN state members. The source of the review comprises peer-reviewed journal articles, conference proceedings, book chapters, research reports, official government documents, official websites, and newspaper articles discussing ELT, EFL, and EYL in South East Asia Singapore, Malaysia, Brunei Darussalam, The Philippines, Thailand, Indonesia, Vietnam, Myanmar, Lao PDR, and Cambodia published from 2000 to 2020. The discussion is limited to EYL Policy in which English is either taught as a second language or a foreign language. Of all the 10 ASEAN state members, Singapore is therefore excluded in the findings and discussion since English is a national language there. The review show that there are three major areas of EYL policy in ASEAN related to the lowering of age of starting to learn English, changing the status of English as compulsory subject in the primary curriculum, and using English as language of instruction in other subjects. Generally, implementation of policy is still strongly characterized by teachers’ underqualification, teachers’ shortage, lack of textbook provisions, and technical problems like big number of students in class. There are also concerns that English for primary school children creates disparities in education and the endangerment of local languages. Keywords EYL; Primary English; EYL Policy; ASEAN... Ideas like globalisation, knowledge economy or lifelong learning ideoscapes make themselves present in official governmental documents concerning the English language planning. The issues concomitant with these policies have been studied in a number of papers, for example, a shortage of quality EFL teachers Hayes 2008, insufficient facilities for language learning, inconsistent textbooks' choice of use for primary level Nguyen and Nguyen 2007 or economic discrepancy among different areas all over the country. The access policy who learn what when does not always entail the equal access to English learning of every targeted student in reality, from which inequality is derived Baldauf andKaplan 2005, cited in Baldauf 2006. ...... Inequality also happens between non-NESTs, Vietnamese teachers who teach English, and NESTs, who have been seeking jobs in Vietnam for the past decade ethnoscapes with the mushrooming of both international and private local English teaching centres Nguyen and Nguyen 2007. Although this inequality issue is beyond the parameter of the paper, the ethnoscapes will be better explored in the next section. ... Anh Ngoc Quynh PhanForeign language planning and policy in developing countries such as Vietnam have been experiencing transformations since the whole nation, heading to a knowledge economy, is subject to the influence of globalisation with cross-border flows of people, ideas, technology advancement and policies. The entrance of international organisations into the country such as the World Bank WB, World Trade Organisation WTO or the participation in regional organisations like Association of Southeast Asian Nations ASEAN or Asia–Pacific Economic Cooperation APEC have even more accelerated the impacts on the foreign language planning, in which English is put at heart. As part of the vision for the country to be more recognisable in global and regional political, economic and cultural forums, English as a foreign language EFL has received fervid support from the Vietnamese government. This has led to numerous changes in the EFL policy during the past decades. The paper will examine how English has gained power in the Vietnamese society, looking emphatically into the push from these international organisations. It will also draw on policy documents regarding the EFL planning policy to shed light on how English is placed within the schooling system in response to globalisation to argue that English is regarded by the Vietnamese government as a powerful tool to mediate its global integration.... Factually the quality of English education at all levels in Vietnam is still low and does not meet the country's ambitious socio-economic development demand Vu & Burns, 2014. As a consequence, countless debates in the press have focused on poor quality in the tertiary education sector, targeting graduates' inability to satisfy both initial work requirements and ongoing professional development demands in the multinational employment market, which has been attributed mainly to the lack of collaborative and communicative competence Nguyen, 2007. The list of causes for this dissatisfaction may be numerous; but most importantly, it is the teachers competency which the National Foreign Languages Project 2020 reports in its review that 83% of primary school teachers, 87% of lower secondary school teachers, and about 92% of upper secondary school teacher are under-qualified to teach English Nguyen, 2013; the teaching methods in which most classrooms have been teacher-fronted Sullivan, 1996, and examination-oriented that are at the root of the problem. ...... The list of causes for this dissatisfaction may be numerous; but most importantly, it is the teachers competency which the National Foreign Languages Project 2020 reports in its review that 83% of primary school teachers, 87% of lower secondary school teachers, and about 92% of upper secondary school teacher are under-qualified to teach English Nguyen, 2013; the teaching methods in which most classrooms have been teacher-fronted Sullivan, 1996, and examination-oriented that are at the root of the problem. Indeed, a high percentageof teachers of English in Vietnam do not meet the requirements of English proficiency Nguyen, 2013 and they generally lack the knowledge to develop the materials themselves, yet the textbooks are still the major source of basic materials Nguyen and Nguyen, 2007. Besides, it is acknowledged that the current methods and classroom practices are outdated, relying almost entirely on stringent teacher-centred pedagogical techniques and rote learning Nguyen, 2010. ...The purpose of this qualitative study was to understand the activities and behaviours of teachers in teaching English using ICT. A total of 20 teachers of English from 4 different primary schools in different areas in Vietnam took part in this study. Data were collected through observations and focus group interviews. The findings were discussed based on Activity Theory. The lens of Activity Theory provides a versatile tool to inquire into various aspects of using ICT in teaching. The results indicated that teaching English using ICT in Vietnam had become much more popular than before and this fact had a certain effect. 69% of teachers were at Augmentation level and 31% at Modification level Opportunities of bringing a good language environment to learners, getting instant feedback, giving learners interesting activities to practice language skills, and sharing designed activities with other teachers contributed to the advantages of using ICT in teaching. However, there were still some factors that limited the use of ICT in teaching English in Vietnam. Therefore, this study suggests the recommendations to better the situation.... The Ministry of Education and Training MOET in Vietnam has underlined the policy in the curriculum to encourage the teaching and learning with the emphasis on English language which occurred just because of the demands for job, communication, and business. Hoa 2007 in her study stated that the policy outlined received widespread support throughout the country from primary schools, parents and pupils. Support in this context includes textbook and other materials for English language teaching and learning. ...... While in Vietnam, pertaining to curriculum planning for primary English education, most of the cities and provinces declare that they have adequate resources teachers, facilities, parents' needs and children's interests to introduce English language in their programmes. Hoa 2007 argued that the curriculum in Vietnam is more successful if the instructional materials provided are in readiness for the implementation of the policies. ...... Indeed, before Doi moi, the status of English was still minor, ranking after Russian and French among foreign languages Le, 2007;Nguyen, 2012;Pham, 2006;Vu & Burns, 2014;Wright, 2002. Although English had been widely learnt in the South of Vietnam where the United States was directly involved in the Vietnam war , English was still very marginalised in general and particularly in the North of Vietnam Nguyen & Nguyen, 2007. Russian was regarded as the most important foreign language in Vietnam for several decades in Vietnam after Independence 1945 and Reunification 1975 Nguyen, 2012. ...... This fact questions Nguyen and Nguyen's 2007 conclusion that English was a compulsory subject in the educational system, but does not deny the opportunity to learn other languages at school. Despite the different context Nguyen and Nguyen's study was at primary level and the current study is at tertiary level, it has been significantly shown in this paper that the preference for English has negatively influenced the development of other foreign languages and has caused the downgrading of language diversity generally. ... Hao Thi TranLanguage policy enactment processes are complex, confounded by varied forces and interests, and shaped through negotiations, interpretations and compromise. Working from this perspective, this article examines the transition process of foreign language teachers from teaching other languages to teaching English, and the influences of this process on general foreign language education and language planning. In Vietnam, even though the shift to English teaching from other languages has been noted as a phenomenon, its process with grass-roots changes and potential influences on foreign language policy enactments in the country have not been specifically examined. By employing a case study approach, this article explores the transition process at An Nam University pseudonym, one of the universities undergoing the transition process. Drawn from a document, a preliminary survey, interviews with both teachers and leaders and observations, my study concludes that the transition process has an important role with various influences on different aspects in foreign language education in the university and in Vietnam. The study aims to provide fundamental pointers to current language policy implementation in the country as well as to other contexts undergoing similar changes.... 594, on the other hand, a concern with the impact of an early introduction to English on national language Malaysia and national identity Korea. Vietnam has nationally introduced English to grades 3 -5 in primary schools as an elective subject since 2003 and as compulsory in 2006 but is encountering curriculum and EFL primary teacher training problems Nguyen & Nguyen, 2007. Nunan's report also showed that the English language proficiency of many teachers in the countries surveyed is not sufficient to provide learners with the rich input needed for successful foreign language acquisition. ...... In the current context of Vietnam where expensive large-scale recruitment of large numbers of native-English-speaking teachers may not be affordable, technology and rich, input-based programs can do a great deal to support teachers who do not have high levels of fluency in the target language Anderson & Nunan, 2003 if they have access to appropriate materials and education about how to use them. Nevertheless, to raise teachers' level of language competence, it is essential that " MOET should provide more English classes with English native speakers as a part of ESL teacher training " Nguyen & Nguyen, 2007. A number of measures need to be taken into consideration to improve Vietnamese's English pronunciation. ... Usree BhattacharyaRamanathan 2013a, 2013b urged scholars to expand the notion of citizenship beyond its typically bounded understandings, towards conceptualizing it as “being able to participate fully” p. 162. This view highlights the processual aspects of citizenship, shifting away from the more categorical meanings that underpin the term Ramanathan, 2013a; Ramanathan, 2013b; Ricento, 2013. Dis-citizens’ ability to participate in different processes is more limited. This theoretical perspective casts new light on the opening statement of an influential Indian language policy report, The Teaching of English NCERT, 2006, which contended, “English is in India today a symbol of people’s aspirations for quality in education and a fuller participation in national and international life.” India’s premier educational research body’s imagining English as a benchmark of “participation” in Indian life merits further analysis. This ethnographic case study explores this concept of participation through the examination of the English literacy experiences of students in an English-medium village school. Involving eight focal children from an anathashram orphanage in suburban New Delhi, the data draws on extended fieldwork at the school in 2011, entailing participant observation supplemented with audio- and videorecording, and interview exchanges. The analysis reveals how the English literacy practices are implicated in the production and reproduction of discitizenship, in order to demonstrate how “English-medium” schooling functioned to exclude the focal children from “fuller participation in national and international life.”... Recent research on TEYL methodology in Vietnam has demonstrated that English instruction for children mainly deploys a grammar-based methodology Hoang, 2018;Q. T. Nguyen & T. M. H. Nguyen, 2007;T. M. H. Nguyen, 2011. A communicative language teaching CLT approach was adopted and adapted for young learners T. M. H. Nguyen, 2011; however, there is a mismatch between the textbooks, the learners, and the approach. It is a failure to correspond to the CLT approach as claimed by teachers who strive to use CLT but are perplexed t ...Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories and storytelling have been integrated into school curricula to enhance language development; however, there is scarce empirical evidence about how storytelling facilitates children’s English as a foreign language EFL learning and its potential as a holistic pedagogy. This article explores a living educational theory Whitehead & McNiff, 2006 of how storytelling works as a pedagogy in storytelling workshops with an English class at a private tuition centre in Vietnam to facilitate children’s EFL learning. Key pedagogical elements identified through the living theory methodology included storytelling as a responsive strategy; multimodal scaffolding; mutual inspiration; and a linguistic model. Each of these elements is explained with illustrative examples from the storytelling workshops.... Chern, 2002;Hoa & Tuan, 2007;Hu & Alsagoff, 2010;Sakamoto, 2012of globalization, English is not only an international lingua franca but also a kind of social capital; English language education has become a hot topic in education planning along with thriving region and country-specific there are few studies thoroughly discussing Asian English language education. This book has analyzed the implementation and problems of English language education policy in 13 Asian countries and regions based on their socio-historical background and has provided some solutions, which can be a mirror for China's English language education words language policy; English language education policy; English language education in Asia 责任编辑：郝赟 ...This is a review of the book English Language Education Policy in Asia edited by Robert Kirkpatrick and published by Springer in 2016. In an age of globalization, English is not only an international lingua franca but also a kind of social capital; English language education has become a hot topic in education planning along with thriving region and country-specific studies. However, there are few studies thoroughly discussing Asian English language education. This book has analyzed the implementation and problems of English language education policy in 13 Asian countries and regions based on their socio-historical background and has provided some solutions, which can be a mirror for China’s English language education planning. （本文是对2016年由Robert Kirkpatrick主编、Springer公司出版的《亚洲英语教育政策》一书的述评。全球化背景下，英语既是世界范围内的通用语言，也是一种社会资本；英语教育则是世界各地教育规划的热点问题，相关区域国别研究也不断涌现，但在该书之前还未出现过较为系统的关于亚洲英语教育政策的梳理。该书结合亚洲13个国家和地区的社会历史背景，对其英语教育政策的实施和存在的问题进行了深入分析，并分别给出了具有针对性的解决方案，其总结的经验和教训对于我国的英语教育规划具有较高的参考价值。）... As English has been widely used as a means of international communication, the question of how to produce its sounds intelligibly has generated deep concerns among ESL/EFL learners and educators Nguyen & Nguyen, 2007;Vang, 2003. Dhillon 2016 and Jones 2018 stated that pronunciation is the principal element of successful oral communication. ...Cuong Huy NguyenHa Thi NguyenThao Quang Le International Journal Of Tesol EducationThere is no doubt that teaching and learning English pronunciation is one of the major concerns facing EFL/ESL educators and experts. Specifically, stressed vowel practice instruction has been considered a massive challenge among Vietnamese teachers because these two languages possess certain distinctive features in phonetics. This new digital age indicates that mobile-based applications have actively promoted EFL/ESL learners' sound production. Thus, this paper pinpointed how digital apps affected learning vowels among English learners and discussed their attitudes towards the apps with the help of 32 first-year students majoring in English at Van Lang University, Ho Chi Minh City. A pre-test and post-test were used to see if there was a significant distinction in the participants' ability to acquire vowel sounds. In addition, a five-point Likert scale questionnaire was employed to test how content they were when they used the app. The results show that with mean scores of and in the pre-test and post-test, respectively, students in the experimental group improved than their counterparts in the other group M= in the pre-test and in the post-test. Hence, an explanation for the better performance in the intervened group is that the participants practiced pronouncing vowels with the application Blue Canoe during the course. In addition, these participants also had a favorable attitude towards the mobile-based application in their phonetics class, with a mean score of on the questionnaire.... As English has been widely used as a means of international communication, the question of how to produce its sounds intelligibly has generated deep concerns among ESL/EFL learners and educators Nguyen & Nguyen, 2007;Vang, 2003. Dhillon 2016 and Jones 2018 stated that pronunciation is the principal element of successful oral communication. ... International Journal Of Tesol EducationAsiaCALL Online Journal acoj, Online ISSN 1936-9859, is committed to upholding ethical standards, retracting and correcting errors. The editorial team's primary responsibility is to discourage publishing malpractice. Any type of unethical conduct is unacceptable, and this journal's Editorial Team does not tolerate plagiarism in any form. All manuscripts must be the authors' original work and free of indications of plagiarism.... It can be seen through the National Project for "Teaching and Learning Foreign Language in the National Formal Educational System in the period of 2008 -2020" Hoang, 2010 and changes in language education policy at the primary level T. M. H. Nguyen & Q. T. Nguyen, 2007. Great attempts have been also made to enhance the quality of English teaching and learning in Vietnam, especially reading skills Hoang, 2010. ...The paper aimed at examining how the use of the Know - Want to Know - Learned KWL strategy affected fifth-graders’ reading comprehension achievement at Vstar School in Ho Chi Minh City. To achieve the aim of the study, the researcher employed a quantitative approach with a two-group quasi-experimental pretest-posttest design. Data was collected via a questionnaire, a pretest, and a posttest conducted on 50 students of two fifth-grade classes N=25 for each class which were conveniently chosen from 270 fifth-graders at Vstar School. The research results indicated statistically significant differences in reading comprehension achievement of the experimental class between the pretest and the posttest with better results found in the posttest. Additionally, there were also statistically significant differences between the control class and the experimental class after the application of the KWL strategy. Based on the findings, some recommendations were suggested to teachers of English, students learning English as a foreign language EFL, and researchers having an interest in the topic.... For Thuy Anh, on the other hand, the immediate and critical challenge is how to help teachers negotiate the impact of hegemonic standard tests, with their privileging of form over communicative efficacy, on classroom practice which in recent years has been under pressure to accommodate the ideological precepts of communicative language teaching in the country Sullivan 2000. Interestingly, several studies which have highlighted the multifaceted problems of ELT in Vietnam foremost of which is the mismatch between form-driven practice and the communicativeoriented goals of ELT are generally silent about the impact of standardized testing on classroom practice see Nguyen and Nguyen 2007;Lewis and McCook 2002;Brogan and Nguyen 1999;Nunan 2003. But even among Thuy Anh's colleagues who were part of the project, one of the main complaints is the continued twin dominance of form-focused instruction and testing. ...This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought,... According to [1], "the last 50 years have witnessed the rise of English from an international language… to the position of the first truly global language in the history of the world" p. 33, and the need for English in Vietnam has also increased [2]. As the rising requirements from foreign companies, international trading, the tourist industry and the students' demand to study oversea, English has gained higher status and become the compulsory subject in all levels of education [3]. ... Thuy Diem Thi ThuThe paper investigated the foreign language listening anxiety of 171 first-year non-English major students at School of Foreign Languages-Thai Nguyen University. To achieve the desired aims, questionnaire and semi-structured interviews were conducted. The analysis of the collected data reveals that although the respondents considered listening as an important skill in learning English process, they could not have enjoyment when being in listening class. Several suggestions of reducing listening anxiety were offered according to the findings in this study 1 using various methods to convey the messages of the listening tapes, 2 using a wide range of strategies to improve the students' listening comprehension level, 3 encouraging students' motivation and creating a low-anxious atmosphere to study.... A large number of EFL teachers, at all educational levels including those teaching English in primary schools in Vietnam, have a low level of English proficiency [19][20][21][22][23][24][25]. Although a majority of them were trained to become teachers of English, some of them were formerly trained to teach Russian and then retrained intensively to teach English [20,26]. ...... A large number of EFL teachers, at all educational levels including those teaching English in primary schools in Vietnam, have a low level of English proficiency [19][20][21][22][23][24][25]. Although a majority of them were trained to become teachers of English, some of them were formerly trained to teach Russian and then retrained intensively to teach English [20,26]. ...... A large number of EFL teachers, at all educational levels including those teaching English in primary schools in Vietnam, have a low level of English proficiency [19][20][21][22][23][24][25]. Although a majority of them were trained to become teachers of English, some of them were formerly trained to teach Russian and then retrained intensively to teach English [20,26]. ...... Sociolinguistic competence refers to the socio-cultural aspect of the English discourse, including the ability to use language appropriate to the context of communication Hoekje & Williams, 1982. This competence also encompasses teachers' ability to build rapport with students through the medium of instruction and their use of inclusive language Nguyen & Nguyen, 2007. Strategic competence refers to non-linguistic strategies to significantly enhance the clarity of teaching delivery and verbal compensatory strategies Williams et al., 1987. ... Thi Kim Anh DangThao Thi Phuong VuThe literature on English-medium instruction EMI has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking Anglophone contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds NESB. Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky’s socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics.... Developing countries with different language systems and geographically distant from English speaking countries generally have lower skills of English and the implementations of the prescribed programs are problematic compared to many European countries. According to the results of the global exams like International English Proficiency Index EF Turkey, South American countries and some of Asian countries have 'low' or 'very low' skills [9,10,11,12,13]. On the other hand, German-speaking countries such as Austria, Germany and Switzerland have higher English levels in the 18-20 age range than older age groups, and that English education is more effective in recent years [14]. ... Sibel İnciSevilay YILDIZWe can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers’ beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany North Rhine-Westphalia, Baden Württemberg and Berlin. This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall.... These four teachers were chosen because they embarked on their TEYL careers from 1994 to 2002 when English language instruction was in the initial stage of implementation in primary education. During this period, TEYL teachers constructed their teaching practices by experiential learning Grassick 2007;Moon 2009;Nguyen and Nguyen 2007. Therefore, these participants' narratives provide a rich source of data in terms of the initiatives undertaken by the pioneer generation of TEYL teachers for their professional development. ...... teachers Nunan, 2003. Additional issues include a shortage of pedagogical resources for many teachers of young learners, inconsistencies in the quality of government-approved textbooks, and limited systematic support and training provided to teach English in primary contexts Butler, 2004;Li, 2007;Nguyen, 2011;Nguyen & Nguyen, 2007;Nunan, 2003;Spolsky & Moon, 2012. ... Michael BurriWith the prospect of economic growth, governments in many parts of the world where English is spoken as an additional language have pushed for educational reforms and introduced English at the primary school level. However, the implementation of such reforms along with a general lack of training opportunities available to primary school teachers has caused considerable uncertainty and anxiety among practitioners. This article reports on a small-scale ethnographic case study that explored a Japanese approach to English teaching/learning with the aim of identifying pedagogical practices that nonnative-English–speaking teachers could implement in their primary English lessons. Seven observations, four unstructured interviews, and five semistructured interviews were triangulated to collect data in the Kansai and Tokyo areas over a period of 4 weeks. Findings show that the approach consists of seven distinct stages that not only include a multitude of pedagogical practices but also provide a rich learning environment. Findings further suggest that two practices could be of particular use in primary school contexts input-focused teaching and theme-based teaching.... This chapter of ELP analysis is supported by Bui's ongoing and in-depth ethnographic research on language policy advocacy and Nguyen's extensive scholarship on language policy analyses and teachers' professional development. Bui's engagement with various teachers and students in a mountainous province in unraveling the reality of the state's ELPs Bui, 2009Bui, , 2012Bui, , 2013 as well as Nguyen's series of studies on preservice teacher education and in-service teacher professional development Vo & Nguyen, 2010 ;Nguyen, 2007Nguyen, , 2012Nguyen, & Hudson, 2012 ;Nguyen and Baldauf, in press in Vietnam. Bui's long-term research study has been conducted in a mountainous province in which 85 % of the population derives from 11 linguistic minority backgrounds. ...The integration of the ASEAN Economic Community AEC in 2015, as well as the United Nation’s call for Education for All EFA by 2015, has pushed the Philippine government to revamp the country’s educational system. Such revamp involves a review of the effectiveness of English language education ELE in the country, which may be described as currently at a crossroads, as stakeholders strive to address issues of developing the English language competencies of Filipino students on the one hand, and the strengthening of academic achievement on the other. ELE in the Philippines, which began during the American colonial period in the nineteenth century, has been found wanting in significantly contributing to increased learning outcomes among Filipino students. ELE policies have been beset with issues of alignment and coherence in the areas of curriculum and assessment, as well as challenges in the implementation of genuine reform. In addition, ELE has been implemented at the expense of literacy in the mother tongues. This chapter provides an overview of how ELE in the Philippines is evolving – learning from past mistakes and preparing for the future. The chapter is divided into five major parts, namely, 1 overview of the Philippine educational system; 2 ELE from the American colonial period to Martial Law; 3 Bilingual education and educational reforms from 1974 to 2010; 4 Mother-tongue based multilingual education MTBMLE and the K to 12 reform; and 5 prospects and possibilities for ELE in the Philippines. In this chapter, we make a case for Philippine ELE that strives to address the demands of the international community, but also upholds local culture through the use of the mother tongues.... These four teachers were chosen because they embarked on their TEYL careers from 1994 to 2002 when English language instruction was in the initial stage of implementation in primary education. During this period, TEYL teachers constructed their teaching practices by experiential learning Grassick 2007;Moon 2009;Nguyen and Nguyen 2007. Therefore, these participants' narratives provide a rich source of data in terms of the initiatives undertaken by the pioneer generation of TEYL teachers for their professional development. ... Chinh Duc NguyenThe discourse on construction of practice and identity in language teaching has been situated in transnational contexts. However, not all teachers are provided with access to transnational spaces for professional development. Drawing on the concept of multimembership’ in multicommunities’, this study explores how Vietnamese teachers of English language to young learners created spaces for developing practice and identity in their local contexts. Data were collected from narrative interviews conducted with four participants who were teaching English language in four different primary schools in Vietnam. Each participant, as the only English language teacher in each primary school, found that participation in the school community was inadequate for professional development. To develop their practice and identity, the participants, on their own initiative, crossed the school boundary to join other communities, including a separate group of primary English language teachers, English classes for adult learners, an imagined community between local and expatriate teachers and their own families. The findings of the study provide a window into language teachers’ construction of practice and identity in Vietnam and other similar contexts.... As pointed out earlier, most previous research literature Butler, 2004;Hoa & Tuan, 2007;Mikio, 2008;Su, 2006 seems to assume English teaching even at the elementary level to be taught by English subject teachers, not homeroom teachers. This assumption has seldom been questioned, but most participants believed that they were qualified to teach English because the content level at the elementary level is quite easy. ...... The increasing interest in teaching English to Young Learners EYL is evident in the introduction of English into the elementary school curricula that takes place on a worldwide scale Lee & Azman, 2004. Countries as diverse as Serbia Filipovic, Vuco, & Djuric 2007, Ireland Wallen & Kelly-Holmes, 2006, Vietnam Hoa & Tuan, 2007, Taiwan Wuchang-Chang, 2007, South Korea Jung & Norton, 2002, China Hu, 2005;Li, 2007, Indonesia Chodidjah, 2008, Turkey Kirkgoz, 2008, and Japan Butler & Iino, 2005 teach English to students at elementary level. ... Subhan ZeinThe teaching of English for Young Learners has become a global phenomenon, but many countries are facing dilemma in terms of teacher preparation Nunan, 2003; Kaplan, Baldauf, & Kamwangamalu, 2011. Indonesia is of no exception. Its pre-service system has not been adequate to sufficiently prepare elementary English teachers with knowledge and skills pertaining to their occupational needs. Moreover, systematic ways to overhaul the pre-service system remain yet to be seen. This study investigated the perceptions of English teachers and language teacher educators on educational policy measures for the improvement of pre-service education to better prepare elementary English teachers. The findings of the study validate the need for redesigning pre-service education curricula as well as specific preparation for the elementary English teachers. The study also highlights the importance of a training scheme for teacher educators in teaching EYL. Although the implications of the study are derivational from Indonesian present context, they may also shed some light to the quandary currently faced by other countries facing a similar dilemma.... The lack of specificity at pre-service level occurring in both English departments and PGSD reflects a similar situation in other Asian countries such as Vietnam Hoa & Tuan, 2007, China Hu, 2005;Li, 2007, Japan Honna & Takeshita, 2005, Bangladesh Hamid, 2010, and South Korea Shiga, 2008 where no specific in-service preparation for English teachers at primary level is officially stipulated. Taiwan is the only country that obligates its teaching colleges to establish a specific programme within English departments to prepare English teachers at primary level Tsao, 2008. ... Subhan ZeinAlthough English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high . This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major constraints. Unfortunately, it remains unclear whether this problem is attributed to the delivery of pre-service education in preparing primary school English teachers. This paper gathered data from teachers, language teacher educators, primary school principals, members of educational boards, and educational consultants. The data were analysed using Grounded Theory in order to examine the adequacy of pre-service education in Indonesia to prepare primary school English teachers as well as factors that contribute to its efficacy or lack thereof. The findings of the study demonstrate the need for specific preparation for primary school English teachers as well as further training for teacher educators. This present study is highly relevant to Indonesia and other Asian countries where teacher efficacy is a major concern.... Teacher's dependence on textbooks as a main methodological resource in ELT primary level programs has been previously reported in Mexico Castañedo y Davis, 2004;Ramírez-Romero, Pamplon & Cota, 2012 and in other countries around the world Drew, Oostdam & van Toorenburg, 2007;Hoa & Tuan, 2007;Kirkgoz, 2007;Li, 2007. During the second stage of the study in 2012, the textbooks had started to arrive; however, they were not being distributed to the schools in a timely or complete manner. ...In this article we present findings from a qualitative study on the implementation of the Programa Nacional de Inglés en Educación Básica PNIEB, specifically in relation to the teaching methodology used in schools in Sonora from 2010 to 2012. Data for the study was collected through open interviews with program coordinators, school principals, English teachers, parents, and 6 th grade students. The state of Sonora, as other states in the country, had an English program in its public primary schools prior to the PNIEB. The teaching methodology in the state program was based on communicative language teaching and was characterized by different practices and issues. In 2010, a transition began to the national program which is based on a sociocultural perspective where social practices of the language and specific competencies have been defined as a basis for teacher's planning, teaching and evaluation. Results from the study indicate that the coexistence and transition between programs brought about new teaching scenarios and challenges. In this article we describe some of the methodological practices identified during this time and some issues surrounding the application of the PNIEB's framework and methodology in this context.... In Vietnam, although the role of English in the school curricula and policy implementation at primary and secondary levels has been increasingly documented Do, 2006;Nguyen, 2011;Nguyen & Nguyen, 2007, the growing use of EMI in higher education is largely unexamined. One such attempt to research EMI in higher education in Vietnam by Le 2012, using document analysis, concludes that although EMI proposed at higher education institutions in Vietnam is viewed as a wise response to globalisation and socio-economic and political requirements of the nation, its implementation overall is far from satisfactory. ...Recent research on language planning and policy highlights the effects of globalisation in spreading the English language as a medium of instruction EMI in non-native English speaking NNES countries. This trend has encouraged many universities in NNES countries to offer EMI education programmes with the objective of developing national human capital with proficiency in English. One such country is Vietnam, where the Ministry of Education and Training prepared a 2008–2020 action plan to revitalise English language education, involving the improvement of the quality of language teacher education TE. As part of the current reforms, the Ministry has urged teacher training colleges and universities to develop high quality English as a foreign language EFL TE programmes. In response, a fast-track EFL TE programme with EMI has been introduced at a Vietnamese university. Focusing on this TE programme, this paper illustrates how contemporary globalisation encourages using EMI in TE in NNES countries. Vygotskian socio-cultural theory and Marginson and Rhoades's [Beyond national states, markets, and systems of higher education A glonacal agency heuristic. Higher Education, 433, 281–309] glonacal heuristic are used to analyse the effects of globalisation in this EMI teaching context. Based on individual interviews of a cohort of 20 Vietnamese pre-service teachers, classroom observations and artefacts, such as instructional materials and policy documents, the paper shows that global influences on teaching practices were mediated by a number of different elements, including social and community pressure, trends to the internationalisation of education, and the availability of teaching resources.... The growth of international business, including transnational education, has multiplied English-related jobs and demand for English teaching skills. English now enjoys special status as means of communication and per cent of junior secondary schools teach English Do, 1999;Nguyen & Nguyen, 2007. ... Thi Kim Anh DangThis paper examines the evolution of the professional identities of student teachers STs in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and perezhivanie, to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities. I-Chung KeKe’s book examines and reflects on English education in Taiwan from a global English perspective, starting with a discussion on globalization and global Englishes. English education in Taiwan has gone through various major transformations since the intensification of globalization after the 1990s. On one hand, children start to learn English ever earlier while on the other hand, the curriculum and materials in the vocational schools and at the tertiary level become diversified to meet various specific needs of English use. Internationalization of education has brought increasing numbers of international students, and the roles of English in Taiwan are changing constantly with the dynamic environment, from a foreign language to a lingua franca, medium of instruction, and an international language. In his book, the author documents the historical development of education and the roles of English in Taiwan before reviewing curriculum reforms and changes in the past half century. He then presents teachers’ and students’ perceptions on global Englishes. He proposes global Englishes’ pedagogies and his views on what changes can be made to textbooks, learning materials, entrance exams, translation, and the linguistic environment. Practical suggestions to English education in Taiwan in the globalizing context serve as a tentative conclusion for the book. Offering insights into English education and its relationship with globalization, Ke’s book will be useful to researchers and students in the fields of global Englishes and English education as well as offering practical pedagogical suggestions for English educators around the Que ThanhTruong Dinh Minh DangNguyen Dao Ngoc Mai International Journal Of Tesol EducationKeywords English pronunciation, teachers, perspectives, practices The unintelligibility of Vietnamese learners' English pronunciation has caused hindrances to their academic and career goals. Due to a lack of pronunciation-oriented lessons in the curriculum of junior, senior high schools, and even tertiary schools, teachers at English centers are supposed to provide their students with pronunciation training. This study aims to find out how English pronunciation is taught at an English center and accordingly what teachers think about their pronunciation teaching in terms of the role and goal of pronunciation, time allocation, and techniques. Data were collected from individual interviews with three teachers at MEnglish center and six classroom observations at the level of Foundation IELTS band score and Ground floor IELTS band score Findings from this study indicate the necessity of time contribution, corrective feedback and affirm the essential role of authentic Journal of TESOL & EducationIn education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English BBE curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit 1918 and Tyler 1949. In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Trent Chinh Duc NguyenSet against a background of international concern about teacher stress and attrition, this paper reports the results of a qualitative study which investigated the experiences of one group of primary school English language teachers in Vietnam. Drawing upon positioning theory and Bakhtin’s dialogism, results suggest that the professional positioning of these teachers takes place within a struggle for centripetal status between multiple discourses circulating within Vietnamese society. These results also indicate that this struggle results in emotional dissonance for many of the participants—reflected in feelings of stress, frustration, and sadness—which lead some to reconsider their long-term commitment to the teaching profession. Arguing that proposals for English language teacher professional development in Vietnam which are limited to enhancing teachers’ linguistic proficiency and teaching competency do not adequately respond to the needs of these teachers, the paper sets out suggestions for supporting teachers of English to young learners in ways that address their emotional struggles. Suggestions for future research in Vietnam and other analogous settings are also Minh TranKenneth TanemuraOver the past few decades, English has emerged as a lingua franca and the dominant foreign language in the fast developing and populous society of Vietnam, placing the country in the center of the Expanding Circle. This paper presents a sociolinguistic profile of English in Vietnam following Berns’ framework. The profile begins with a demographic description and defines how Vietnam can be considered part of the Expanding Circle. We discuss the functional distributions of English in Vietnam by i chronicling its instrumental function from Chinese domination in Vietnam in 111 BC until recent years, ii detailing its administrative function before and after the country's Economic Reforms of the 1990s, iii revealing its interpersonal function in contemporary Vietnamese society; and iv illustrating how English borrowings and nativizations are used in the media. We conclude with a discussion of Vietnamese learners’ attitudes towards English learning and different English describe el diseño metodológico y los resultados preliminares de la fase cualitativa de una investigación que tuvo como objetivo identificar y analizar los principales problemas relacionados con la enseñanza del inglés en las primarias públicas de México. En el proyecto participaron 34 investigadores y 10 colaboradores de 12 instituciones de educación superior de 11 de las 32 entidades federativas o estados del país. El levantamiento de los datos se realizó en dos fases en la primera de tipo descriptivo, se levantaron datos generales de los programas de inglés existentes en el país. En la segunda fase, de índole cualitativa y exploratoria se realizaron entrevistas abiertas a sujetos claves y se condujeron observaciones no estructuradas de clases de inglés en aproximadamente 96 escuelas de México. El análisis de los datos se realizó en dos fases una estatal y otra nacional. Entre los principales hallazgos preliminares destacan cinco rubros de problemas, a saber, los relacionados con los programas, el curriculum, los profesores su formación y condiciones laborales, las prácticas docentes y las metodologías empleadas por los profesores, y los recursos y materiales. Palabras clave Problemas; enseñanza; inglés; México; primariaLe Thi Quynh TranTran introduces an English curriculum change context where policy makers provide both language and methodological in-service programmes, to support teachers’ implementation capacity. Teachers are required to reach CEFR level C1 to ensure their continued employment. Her interviewee explains that while such enhancement provision appears supportive, no attempt has been made to communicate its rationale to teachers. Thus, for many teachers, the requirement to attend these programmes only adds to the challenges that curriculum implementation poses for their feelings of self-efficacy. Tran additionally analyses some outcomes of providing in-service programmes staffed by trainers who have little or no first-hand understanding of the contexts in which teachers work. Hoa Thi Mai NguyenThis chapter describes the major components in the design for a formal mentoring program and covers such topics as training mentors, attributes of mentors, and mentor-mentee matching. For each section, there is a more general theoretical discussion and then a specific research-related example from an Asian context is provided, research is discussed which explores what personal attributes pre-service teachers expect from their mentors. Hoa Thi Mai NguyenThis chapter summerises the main ideas of this volumne and reemphasizes the main factors in creating a supportive environment for effective implementation of mentoring/peer mentoring models in teacher education and teacher professional development in broader contexts. It concludes by suggestions for future practice of mentoring and peer mentoring in developing teacher's professionalism in responses to the reforms in language education in Asia. Hoa Thi Mai NguyenThis chapter provides a brief overview of the current situation of English as a foreign language teaching in Vietnam and stresses the need for reforms in in-service and pre-service teacher education. It argues that many of the issues found in language education in Vietnam are also common to other Asian Thi Ngoc Bui Hoa Thi Mai NguyenThe chapter provides a critical assessment on the reality of current teacher quality and the roles of the ELPs in advancing linguistic, education and socio-economic developments for various students, especially those from minority linguistic backgrounds in a remote province. The results reveal the probably unpromising outcomes and tremendous challenges of the present ELPs as teacher professional development in the current ELP reform is, for the most part, controversial, ambivalent, and contested. Furthermore, the chapter argues that, contrary to the state’s goal of promoting English for socio-economic and educational advancement, these language policies could largely threaten social, educational and economic development, and minority students’ linguistic and cultural ecology. The chapter thus emphasizes the urgent need for a comprehensive understanding of the interconnectedness among effective teacher professional development; cultural and linguistic complexity; language/literacy education; and socio-economic needs throughout the processes of language policy decision-making and implementation. To the end, the chapter strongly recommends respecting home languages and multilingualism for effective schooling, transparent and transformative education, a strong economy, social welfare, and social security at local and global scales. Ruanni TupasThe legitimacy of the many postcolonial Englishes in the world necessitated an imperative to explore their use in the classroom. This pedagogic imperative in many cases has collided with many problems because of deeply entrenched ideologies in educational systems around the world. This configuration of issues surrounding the sociolinguistics of Englishes has resulted in the burgeoning of scholarly investigations into constraints and possibilities of World Englishes WE, English as a Lingua Franca ELF, and English as an International Language EIL in classrooms around the world. In this paper, I will argue that Englishes as a pedagogical problem is partly a construction or creation of such investigations and, in many ways, is disconnected from the daily challenges of English language teachers. What is the place of Englishes as an academic pedagogical issue among the myriad of problems teachers face every day? This paper draws on a 3-year localization project in ELT curriculum development in several institutions in Singapore, Indonesia, the Philippines and Vietnam. In particular, it tracks the stories of three teachers in each of the last three countries, to give substance to the paper’s argument that the current line of inquiry in the pedagogical “implications” of the sociolinguistics of Englishes is unequal, and usually treats the teacher and the classroom as a recipient, not a co-constructor, of knowledge in the Nguyen Thảo LêEnglish has permeated many aspects of life in Vietnam. There are issues relating to the tension between the need to embrace English with its international prestige in the context of globalization and the desire to maintain Vietnamese traditional culture and language. English is not just a language with its linguistic features which are both specific to English and common to other languages. When English crosses its national border to enter different lands around the world, including Vietnam, it brings along its economic power and cultural values. This chapter examines the impacts of English in Vietnam linguistically, educationally and efforts to make English language teaching ELT congruent with global and regional trends, Vietnamese education leaders have introduced a national policy in which English is made compulsory from Year 3 at primary level. The goals of primary level English as a foreign language PEFL education in Vietnam are described as developing communicative skills, promoting intercultural knowledge and fostering English language learning strategies. The implementation of this new policy, however, indicates many challenges, of which inequality of access to English is the most prominent. This chapter provides insight into the inequality of access to English language education at the primary level between rural and urban areas in Vietnam. The findings support the proposition that inequality of access comes from the teaching and learning conditions and methods and the level of engagement of different stakeholders. Some suggestions are offered to help bring English to all learners, regardless of any social background or economic divide. Anthony ThorpeDuong Thi Hoai TranThis article explores the subject leader's role in the professional development of beginning teachers. Rather than focusing only on beginning teachers’ perspectives as previous research has done, the topic is approached via the multiple perspectives of teachers in a secondary school department in Vietnam drawn from surveys and interviews. Insights from career stage theory and the concept of power distance are applied to uncover differing expectations from beginning teachers, other teachers and subject leaders regarding the latter's role in professional development. This research adds to the understanding of the subject leader's role in the professional development of beginning teachers which is sensitive to both culture and context. It calls for further research within the under- researched context of Vietnamese saw mental and cultural development as mediated’ by artefacts, including tools and signs. He used his genetic method’ to investigate higher cognitive processes in historical context. These insights are foundational to sociocultural theory, which is widely used in education research. However, since Vygotsky, communicative globalization has changed the conditions of theorization, research, policy and practice. Global convergence is characterized by extensive and intensive flows of people, messages, knowledge, ideas and money, and sudden, multiple and disjunctive changes. Educational activity is glonacal’ activity, shaped simultaneously in global, national and local spheres. This article argues that nevertheless, once developed to incorporate global phenomena into the genetic method and the notion of mediating artefacts, Vygotsky's ideas have much to offer the analysis of globally affected educational practices. This conceptual approach combines the spatial insights of globalization theory with the socio-historical relational understandings enabled by the genetic method. It is illustrated by a case study on the learning to teach English practices of a cohort of Vietnamese pre-service teachers during their practicum. Global flows, media and artefacts, which are used extensively by these teachers, articulate with national and local practices and conventions in innovative ways. Ngoc DoanIn English as a foreign language EFL education, target culture is inherently linked to the culture of the native speaker Byram, Gribkova, & Starkey, 2002; Graddol, 2006; McKay, 2012b. Therefore, pedagogical and curricular decisions targeting native speakers’ cultures as necessary instructional input are often taken for granted Matsuda, 2006; Matsuda & Friedrich, 2011. Current context of English as an international language EIL, however, is calling for serious revisit of the notion of target culture in language education McKay, 2003; Pennycook, 2008; Ton Nu Nhu Huong & Pham Hoa Hiep, 2010. This paper problematises the unquestioned reference of target culture and argues that curricular and pedagogical decisions are ideologically influenced. It also argues that pedagogy for teaching culture in English teacher education programs needs to adopt a pluricentric view on EIL in order to suit the local demands for quality teachers of English. Hoa Thi Mai NguyenThe introduction of English in primary education curricula is a phenomenon occurring in many non-English-speaking countries in Asia, including Vietnam. Recently, the Ministry of Education and Training MOET in Vietnam issued guidelines for the piloting of an English as a foreign language EFL primary curriculum in which English is taught as a compulsory subject from Grade 3; however, there is limited research on the practices required to successfully implement this policy. This paper reports on a study that looked at the implementation of the primary English language policy in terms of the policy goals in two primary schools, one private and the other public, in Hanoi to shed light on the practice of EFL teaching at the primary level in Vietnam. The research was conducted as an exploratory case study with data collected from multiple sources, including classroom observations and interviews with different stakeholders. The results revealed variation in the implementation of primary English education between the two schools, with the private school providing better outcomes. The language planning issues discussed in this study, including teacher supply, training and professional development, resourcing, teaching methods, and materials, have been raised in previous educational research in Vietnam. However, despite being a new start to primary English, the 2010 programme seems to have done little to improve policy implementation in these areas, hindering the effectiveness of teaching English in schools. This study suggests a number of ways the current situation might be B. Baldauf JrCatherine YEO-CHUA Siew Kheng M. Obaidul HamidWu Hsin-FeiAlthough there have been some attempts to examine language planning and its successes and failures in South and East Asian languages, especially as such planning relates to English and to other European languages, no systematic cross-national study is available that looks systemati-cally at these issues. While such a study is not possible within the limits imposed by this paper – a monograph would probably be needed; we attempt to sketch the broad outlines of what such a study might look like and provide some basic data about, and examples of the successful and more problematic language policy and planning that has occurred in this region. If we look beyond the large regional languages Bengali, Chinese, Japanese, Javanese, Korean, and more recently Malay/Indonesian and Filipino and the multitude of minority lan-guages, we find European – and of course Arabic and other Asian languages – have become es-tablished in the various polities in the region. These languages have come to be used for a number of reasons, including •Trade internally within the region, from the Arabian peninsula, and later from Europe Dutch, English, French, German, Italian, Portuguese, Russian, Spanish; •Religious proselytisation conducted through Arabic and various European languages; •Colonization, as conducted through various European and Asian languages; •Languages learned to access overseas education and technology; •Wars of aggression, some of which were linked to European, North American, and Asian colonial development; •The geopolitics of the “cold war”, especially for Russian and English; and •The rise of English as an economic world language or lingua franca. Greta GorsuchThe focus of this study was teachers as they were asked to implement educational innovations suggested by nationally instituted educational policy. This study applied empirical data to a structural equation model of Japanese EFL teachers' N = 876 perceptions of various national-, school-, and classroom-level influences that act on their instruction. Teachers' perceptions of these influences were then related to their approval of classroom activities associated with communicative language teaching. The article highlights the position recent educational policies seemed to take in teachers' minds and the way teachers subsumed the policy into the preexisting educational culture, which seemed to focus on preparing students for form-focused university entrance exams. Through structural equation modeling, the relationships among the many influences teachers perceived on their instruction are demonstrated. The resulting visual image suggests not only impediments to an educational innovation but also routes for potential change. Yuko ButlerHoping to achieve the current Japanese administration's goals of decentralisation and privatisation, the Japanese government has granted substantial latitude to local governments and individual schools as part of its recent reform of foreign language education. In introducing English at elementary schools, micro-language policies have been actively enacted at the local level along with slow but somewhat tactical top-down policies. The driving force behind the implementation of English in Japanese elementary schools is not simply a desire to prepare students for a global economy but also a result of multiple social and political factors. The most fundamental challenges that EES in Japan currently faces relate to issues of equity and growing diversity. Yasemin KirkgozThis paper describes how Turkish teachers of English in state primary education approach the implementation of a Communicative‐Oriented Curriculum innovation and factors that impact on teachers' classroom practices. Using multidimensional research procedures, including a questionnaire, observations and teacher interviews, a picture has been developed of teachers' instructional practices and factors influencing their classroom practices. The findings revealed a gap between curriculum objectives and teachers' implementation of the innovation. Factors that were identified as having a significant impact on teachers' classroom application of the communicative teaching include teachers' understanding of the curriculum innovation, their previous training, insufficient instructional support, limited instructional time, large class size and lack of resources. It is suggested that a greater level of support in the form of in‐service training and resource provision be given to teachers to ensure more effective implementation of the curriculum initiative. Lynne CameronThis paper argues that the continuing expansion of teaching English to young learners TEYL brings challenges to the wider ELT field. It discusses why starting younger may not bring automatic improvement to language standards unless teacher education and secondary language teaching both rise to the challenges of the new situation. Young learners will need to be motivated to continue learning for ten or so years, and will bring very mixed levels of language to the secondary classroom. Responses from other sectors of ELT, as well as the development of effective TEYL, can benefit from deeper understanding of how children approach language learning. Two key features of child foreign language learning are summarized children's search for meaning in language use, and the demands of initial literacy. Implications include rethinking the construct language’, developing appropriate assessment, a change in approach at the switch to secondary level, and making realistic decisions about training teachers. David CarlessThis article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and NUNANThis article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality. Yuko ButlerResponding to the growing need to foster communicative abilities in English, many Asian countries where English is taught as a foreign language have recently introduced English at the elementary school level. However, the majority of elementary school teachers in such countries might not be adequately prepared to teach English; improving their English proficiency and teaching skills has thus become a matter of concern. The present study focuses on teachers' English proficiency, which has been recognized as an important qualification for successful English teaching. Elementary school teachers from Korea, Taiwan, and Japan were asked to self-evaluate their English proficiencies as well as to specify the minimum level of proficiency that they felt was needed to teach English at the elementary school level. The teachers evaluated their proficiencies in productive skills speaking and writing as weaker than those in receptive skills listening and reading. Teachers in each of the three countries perceived substantial gaps between their English proficiency and the minimum level needed to teach. The widest gaps were in productive domains in general and in oral grammar in particular. Some of the implications for teacher education are discussed. Brigitte SmitHow can teachers’ understandings of policy as local knowledge inform policy implementation in schools? This article investigates policy understanding and implementation in urban primary schools and locates the inquiry in the transitional South African context. The author illustrates teachers’ understandings of policy in times of transition and shows how such local knowledge affects policy implementation. She argues that although teachers play an important role in our education system, more often than not, they are a silent voice during policy formulation, which implies that local knowledge might be underplayed, discounted, or simply ignored. She discusses the contextual background and how qualitative inquiry can shape and inform policy implementation. The article presents a conceptual framework for policy implementation and thrashes out what policy may learn from teachers at the microlevels, that is, local knowledge. The author discusses the empirical data and the understandings of teachers of policy and concludes with a few implications for policy McLachlanAs the 2010 deadline for implementation of the National Languages Strategy in primary schools approaches, how effective is the current national strategy likely to be in embedding modern languages successfully into the primary curriculum? Have lessons been learnt from the last – and ultimately failed – attempt to introduce languages into the curriculum, or are we merely repeating the same flawed process? This paper reports on how four primary schools in the north of England are responding to the challenges of integrating modern languages into the curriculum and asks whether appropriate conditions are being established to ensure a successful and sustainable implementation of the primary languages TsaoThis monograph presents a detailed study of the language planning situation in Taiwan. After a general account of the socio-historical context in which the planning activities have taken place, a brief review of what happened in terms of language planning in Mainland China under the Nationalist government between 1911 and 1945 is presented. The following section provides a critical examination of the language planning activities in both language policy and language cultivation that have happened in Taiwan since the island was returned to Chinese jurisdiction in 1945. A turning point in the short history of language planning in Taiwan was reached in 1987, when martial law that had been in existence for forty years was lifted. Many changes have taken place since then and many more are in the making. The final section is therefore a careful examination of some important recent developments in language planning. In that section an optimistic outlook for the future is provided and an explanation for that optimism is given. Hazel CrichtonBrian TempletonFollowing the Dearing Report on the provision and teaching of modern languages in England, there has been a drive to establish the teaching of modern languages in primary schools throughout England. This article looks at how the teaching of modern languages in the primary school MLPS in Scotland has developed since 1989 – when the first pilot scheme was set up – to the present day, when modern languages are taught in almost all primary schools. We will discuss the issues surrounding the training of primary teachers and delivery of MLPS, which may resonate with experiences that English colleagues are undergoing at present, before moving on to look at the possibilities that the new curricular initiative in Scotland, Curriculum for Excellence CfE, offers for QiangIntroduction to the background Prior to 2001 English has not been a compulsory course in primary schools although some teaching of English has taken place at this level since the mid 1980s. This has been on a very modest scale although on an increasingly larger scale mostly in urban key schools in over 27 provinces. It has been estimated that there were about 8 million primary school pupils studying English in 1998, and that number has been growing rapidly, with an increase of one million every year since 1994 Liu and Gong 200136. Nevertheless, the teaching of English at this level had not been standardized, due to its unrecognized position in the school curriculum, limited availability of qualified teachers and lack of appropriate teaching materials. The starting age varied from age 8 to age 11 and the weekly time allocation ranged from 1 period to 4 periods depending on the availability of the teachers. The approach to teaching was more often a mixture of the structural and functional, with situational dialogues being the main form of texts along with a strong emphasis on learning IPA to ensure correct pronunciation and intonation at the initial stage. Most textbooks used for primary schools were produced locally including a few licensed foreign textbooks, such as 'Look, Listen and Learn', 'English 300', ' New Concept English'. Some schools simply used secondary school English textbooks for the primary level. The transition or continuity from the primary to the secondary has long been a problem but never seriously tackled as there has been very little research conducted on foreign language teaching at the primary level in China. Phạm HoaExamines English-as-a-Foreign-Language EFL teacher training and teacher development in Vietnam. Suggests ways to promote professional development among EFL teachers in Vietnam, which may be applicable to similar situations in other countries. Author/VWLJoel SamoffAs the 20th century closes, the general consensus is that education in Africa is in crisis. The challenge is to revitalize education in Africa and to do so in ways that enable African countries not only to close the development gap but also to leap ahead. Pointing out the rich diversity and considering carefully the bounding conditions for each general comment, this paper explores major issues and themes in education in contemporary Africa. The paper states that, as the general crisis has unfolded, external aid agencies increasingly have come to provide development advice as well as finance, and that, consequently, their influence may be far greater than the absolute value of their aid suggests. It reviews the trajectory, from education as social transformation, broad development engine, and foundation for self-reliance to aid dependence and education as targeted skills formation. The paper finds that 1 in Africa, although education for all remains a distant goal, the commitment is still to expanded access; 2 another commitment of Africa's post-colonial leadership was to desegregate the schools and the curriculum; and 3 a third commitment of the leadership was to use the education system to address inequality. It discusses in detail the difficulties of fulfilling those commitments. The paper concludes that notwithstanding the rhetoric of liberation and empowerment, the commonly held view is that education must enable Africa to run faster as it tries to catch up with those who are ahead rather than to forge new paths or to transform the international economy and Africa's role in it. Contains 10 tables of data, 35 notes, and 59 references. BT Ben RamptonLanguage education policy in England frequently considers the impact of different types of provision on interethnic relations amongst youth. But one may sometimes doubt the extent to which policy makers have a clear understanding of adolescent race relations. This paper draws on an ethnographic investigation of language use in a multiracial friendship group, and it compares adolescent perspectives on bilingualism and ESL with the views adopted in official policy. In both areas, adolescent perspectives sometimes seemed to be more far‐reaching in their cultural frames of reference and in their sense of social and linguistic possibility. The paper then considers whether these kinds of adolescent socioling‐uistic understanding could really be incorporated within the proposals for language awareness curricula that are at present highly favoured amongst educationalists. Minglin LiThis paper, drawing on the theoretical framework of critical discourse analysis, examines the general goals and objectives of the national curriculum reform launched by the Ministry of Education in 2001 for Chinese primary schools. Four policy documents relevant to the curriculum reform are analyzed, including Chinese curriculum and English curriculum for compulsory education, with a focus on education policy for English language instruction in Chinese primary schools. The analysis explores how language works in policy texts in helping to shape and control the ideology of the readers at various levels – an ideology that, in turn, could be transmitted to primary school students. The power relations and equity implications reflected in the policy texts are also explored. Minglin LiThis paper analyses the national policies on foreign language in primary schools in the People's Republic of China PRC. It begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines foreign language education in primary schools FLPS at different times in terms of aspects of language choice, curriculum design and materials development. The study shows that FLPS in the PRC has not been planned systematically but has developed in line with the changing socio-political situation, that is it has been determined to a large extent by political, economic and educational motives. M. Obaidul HamidThe effects of globalisation and the global spread of English have created a phenomenal demand for English all over the world. The demand is illustrated by the introduction of English for Everyone’ and early English instruction in many developing countries. These policy initiatives and their implementation are believed to contribute to these nations' human capital development and their participation in the global economy for national development. However, these more and earlier’ English policies have not necessarily taken the capacity of English teaching professionals into account in delivering desired outcomes. Taking Bangladesh as a case, this paper discusses some of the consequences of developing nations' endorsement of the discourses of globalisation and national development followed by their adoption of enhanced English policies, paying insufficient attention to resources and policy implementation issues. Specifically, it examines English teacher education and training at the primary and secondary levels and demonstrates how Bangladesh's inadequate infrastructure and limited institutional capacity for English teacher education have directed it to donor-funded teacher training programs which, despite short-term benefits, cannot fully address the quantity and quality issues of English teacher education. It is concluded that, if teachers' professional capacity is essential for developing learners' English competence, the more and earlier English policies themselves will not deliver desirable English Language Teaching outcomes to Bangladesh and other developing countries and, consequently, their policy goals of developing human capital through English for national development will remain unrealised. The paper suggests implications for English-in-education policies in Bangladesh and other developing nations and draws out a set of CummingOver the past decade, many concerted policy efforts have aimed to change the status and functions of language assessment in school systems or higher education, redefining relationships among language tests, curriculum policies, and classroom teaching practices. Conventionally, formal language tests describe individual proficiency levels in reference to normative standards for purposes of certifying abilities; screening applicants for higher education, employment, or immigration decisions; or monitoring the results of educational systems. Recently, many curriculum policies have been reconceptualized in reference to attainment or benchmark standards that specify usually functional, communicative goals for language education, learners' achievements, and program accountability. These innovations have adopted principles of criterion-referenced rather than norm-referenced assessment, creating new relations as well as dilemmas between language assessment and new curriculum policies, highlighting the nature of language assessment practices in programs, classrooms, or other learning contexts, particularly the foundation bases for defining language proficiency, alignment between assessments and curricula, the formative purposes of assessment in pedagogy, and the situations and interests of particular learner populations. M. Obaidul HamidRural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it if they don't drop out until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching CLT methodology, as it was envisaged that CLT would develop learners' communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh NCTB, 2003. Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country Rahman, 1991.P. A. DENHAMVietnam's linguistic history exemplifies the close relationship between language and politics, with the latter influencing not only the choice of medium of instruction but also the foreign languages studied in Vietnam's schools and tertiary institutions. From 1975 until approximately 1989, the main foreign language was Russian; now it is English. This means that Vietnam, with a population of over 66 million may be added to the Expanding Circle. The ascendancy of English in Vietnam coincides with the decline in power of the rouble-block countries and has occurred during a period when the Vietnamese government has promoted a freer market economy. As in other norm-dependent countries, Vietnam's teachers of English attach great status to materials and methods developed by Inner Circle applied linguists, even though these may not be appropriate for Vietnamese conditions. At present, the English curriculum in Vietnamese schools aims primarily at developing reading skills, while at the tertiary level the focus depends on the type and purpose of the institution offering the program. The grammar–translation method is widely used. With the normalization of relations between Vietnam and Inner and Outer Circle countries, it is anticipated that linguists from these areas will have a greater influence than at present on English language teaching in KangThe continued interest in better EFL pedagogy for elementary school students has led to many interesting suggestions, one of which is TETE, Teaching English through English. Notwithstanding the importance of the method policy, though, few studies have been conducted to describe and explain a non-native EFL teacher’s practice of TETE in the elementary school classroom. The present study, a case study of a Korean elementary school EFL teacher undertaken to fill the empirical gap, found that the teacher used both L1 and TL for many pedagogical reasons among which her attention to her students’ interest was principal. The study also revealed that her language use reflected the students’ perspectives. Minglin LiThis article explores the relationship between the national English language policy and its implementation at the local level in Chinese schools through the eyes of in-service teachers. Interviews were conducted to examine the policy awareness of EFL teachers in various primary and secondary schools in one province in China. Content analysis was employed to analyze the data to show that EFL teachers were not following the instructions in the national English curriculum to guide their classroom teaching, but were rather critical to the objectives and requirements described in the curriculum. The reason for this was revealed to be the gap between the curriculum policy and practical teaching situations. The results suggested that involving classroom teachers in policy making may help the national language curriculum more applicable and implementable. This may shed light on the question of whether teachers are just implementers or whether they help to shape and develop policy. Yes Yes Hoa Thi Mai NguyenFrom a critical perspective, in the educational context, it is obvious that there is unequal power relationship between teacher and students. According to Freire 1972, traditional education is an act of depositing, of transferring, of transmitting values and knowledge, and leads the students to the mechanical memorisation of the subject matter taught. It is possible to say that this type of education makes students more passive. Teaching English in general and speaking in particular in Vietnam is not an exceptional case, where the students try to get more knowledge from the teacher and less develop their critical consciousness which is necessary to help them to “enter reality, increase their capacity to make choices, the threat to privilege would increase as well ”Freire, 1973, This book chapter discusses the application of Freire ’s philosophy about problem-posing education in teaching speaking for adult learners of English at tertiary level in Vietnam and reports teacher and students’ reflections on several sample speaking activities employing the basic steps in applying problem-posing approach to teach speaking to adult learners of English at tertiary level in a specific context in Vietnnam Robert B. KaplanRichard B. Baldauf JrIn organising this survey of the language situation in the Pacific Basin, we have tried to justify the choices we have had to make. In the end, these choices may be seen as somewhat arbitrary, based on a restricted definition of the Pacific Basin and at least in part on our collective experience. Essentially, we want to differentiate between countries of the Pacific Rim, which generally have a continental orientation including great nations of vast size and substantial wealth—the United States, Canada, the west coast of Central and South America on the eastern rim, and the Russian Federation, China and mainland south-east Asia on the western rim and the Pacific Basin—which includes the thousands of islands suspended between the two vast continental enclaves of North and South America and CTypescript. Thesis Ed. D.-University of Massachusetts at Amherst, 2003. Includes bibliographical references leaves 185-197.Matthew B. MilesA. Michael HubermanLibro de metodología cualitativo para investigación en las ciencias sociales. La utilización de la computadora, el uso de datos y la recolección de los mismos. Se describen detalladamente numerosos métodos de datos y planning in Korea The new elementary english program Language Policies in Education Critical Issues MOeT strategies for teaching foreign languages at primary levelK JungB NortonJung, and Norton, B. 2002 language planning in Korea The new elementary english program. in Tollefson ed. Language Policies in Education Critical Issues pp. 245–265. Mahwah, NJ erlbaum. loc, N. 2005 MOeT strategies for teaching foreign languages at primary level. paper presented at the Teaching english language at primary level conference, Hanoi, planning and policy recent trends, future directions. paper presented at the american association for applied linguistics conference, portland, Oregon, usa. cameron, l. 2003 challenges for elT from the expansion in teaching childrenBaldauf B JrBaldauf Jr, 2005 language planning and policy recent trends, future directions. paper presented at the american association for applied linguistics conference, portland, Oregon, usa. cameron, l. 2003 challenges for elT from the expansion in teaching children. ELT Journal 57 2, 105– the teaching of English at primary level in Vietnam A summary ReportJ MoonMoon, J. 2005, January. Investigating the teaching of English at primary level in Vietnam A summary Report, Paper presented at the Teaching English language at primary level, Ha current situation of primary EL Tin Vietnam. Paper presented at the Teaching English Language at Primary Level ConferenceT Q ThaiMOET strategies for teaching foreign languages at primary level. Paper presented at the Teaching English Language at Primary Level ConferenceN LocLoc, N. 2005, January. MOET strategies for teaching foreign languages at primary level. Paper presented at the Teaching English language at primary level, Ha planning and policy Recent trends, future directions. Paper presented at the American Association for Applied Linguistics ConferenceR B BaldaufRealistic or unattainable and a waste of resources Primary EFL programs in AsiaR B BaldaufJrC Ai-HuaC S K CatherineO HamidH LeeM LiL NorBaldauf, Jr., Ai-Hua, C., Catherine, Hamid, O., Lee, H., Li, M., … Nor, L. 2010, December. Realistic or unattainable and a waste of resources Primary EFL programs in Asia. Paper presented at the Colloquium in The Asian EFL conference, Hanoi, and failures in language planning for European languages in Asian nationsR B BaldaufJrS K C Yeo-ChuaT M H NguyenO HamidM LiL HanaH WuBaldauf, Jr., Yeo-Chua, Nguyen, Hamid, O., Li, M., Hana, L., … Wu, H. 2007, August . Successes and failures in language planning for European languages in Asian nations. Paper presented at the 5th Nitobe Symposium, European Languages and Asian Nations History, Politics, Possibilities, Sophia University, from CouncilBritish Council. 2010. Retrieved from in primary school Gem in the mud, Indonesia, Paper presented at the The way forward Learning from international experience of TEYLI ChodijahChodijah, I. 2008, January. English in primary school Gem in the mud, Indonesia, Paper presented at the The way forward Learning from international experience of TEYL, Bangalore, S K ChuaR B BaldaufJrChua, & Baldauf, Jr. 2011. Microlanguage planning. In E. Hinkel Ed., Handbook of research in second language teaching and learning Vol. 2, pp. 936-951. New York, NY Routledge. Vinschool, Vietnam’s largest private school system with over 40 schools and 33,000 students, aspires to offer a world-class education, whilst inspiring positive, transformational changes within the education community in Vietnam. With several fully-accredited and CIS member schools within our system, we aim to provide the very best that international education has to offer. As a non-profit enterprise, Vinschool’s mission is to provide opportunities to Vietnamese students who would otherwise not have access to international standards. Vinschool is equipped with modern facilities and strives to remain at the forefront of educational models in Vietnam. Job Description Vinschool is seeking dynamic, dedicated and licensed English Foreign Language Teachers to join our international teaching team. Successful applicants will teach English as a Foreign Language classes at Primary or Secondary through Grade 12 levels in a non-profit bilingual school system. Successful applicants will be suitably trained and qualified, as well as being fully committed to supporting the development of students through curricular and extra-curricular activities. Essential Responsibilities included, but not limited to Teaching English as a Foreign Language to students according to the requirements of the school curriculum. Preparing curriculum and lesson plans, and teaching materials for class instruction and activities. Adapting teaching methods, learning strategies and instructional materials to meet the varying needs and interests of students. Conducting assessments of student attainment, monitoring student academic progress and providing pertinent feedback. Establishing classroom expectations, observing and evaluating student performance, behavior, social development and health. Conferring with teachers, parents or guardians to discuss student progress and to address behavioral or academic issues. Preparing and implementing remedial programs for students requiring extra help. Attending faculty meetings, professional development training and school events. Planning and working on extracurricular activities such as clubs, academic contests, etc. Performing miscellaneous professional duties as assigned by the Principal/Director. Qualifications Bachelor/Master in Education + TEFL/TESOL/CELTA or PGCE /Teaching licence or equivalent + TEFL/TESOL/CELTA Knowledge, Skills, Abilities and Other Requirements Fluent English speaker minimum C1 fluency Strong presentation, communication, problem solving and critical thinking skills. Competency in class management, time management, interpersonal relations and team work. Adaptable, patient, flexible, devoted and positive outlook. Online LMS/teaching experience or willingness to adapt. Safeguarding and Student Welfare Vinschool is committed to high safeguarding standards and promoting the welfare of all the students in our care and those who work in the school. All appointments are subject to satisfactory references, identity check, qualification verification checks and criminal record check. When applying please provide three professional referees, including your most recent line manager, with their position and email contact details. Other benefits - International medical insurance - Paid National and School holidays - Summer payments - Discount for children's tuition fee bilingual education - Visa and Work permit provided - Dependent Visa and residence card support

foreign english language teachers for schools in vietnam