English Language Teacher Education (ELTE) in Vietnam is undergoing rapid change in response to the requirements of a rapidly evolving socio-economic context. Vietnamese government is playing a leading role in making many changes to educational policy to prepare for the development of ELTE in the globalisation contexts. The issue is that there are still significant disparities between the institutional curriculum, their assessments, and the national standards required for ELTE graduates.This study used a mixed-method with the data sources from policy documents, a survey, and 33 interviews conducted with the lecturers from eleven Vietnamese ELTE institutions. The data have been analyzed to understand how Vietnamese educational policies shape the practice.The initial findings are (i) a large mismatch between curriculum and standards of the graduates’ language proficiency and (ii) a significant misalignment of assessment forms and the skills clarified in the curriculum. In order to address these gaps, curriculum needs to be re-focused on the MOET’s standards and on the social demands. It is also vital for professional development. My study offers multiple perspectives on a complex issue. It is meaningful not only to educational governance, but also to teaching practitioners and English language researchers. Its significance lies in its relevance to English teaching careers, particularly within the researcher’s specific context, yet also remains relevant to ELTE in other parts of Vietnam.
Lan Nguyen Thi Phuong, The University of Newcastle, Australia & Hanoi Pedagogical University No. 2, Vietnam
Stream: Curriculum Design & Development
This paper is part of the IICEHawaii2018 Conference Proceedings (View)
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