Abstract
This 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 contexts.
Keywords
- Teacher Education
- Foreign Language
- Teacher Education Program
- Teacher Professional Development
- English Teacher
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ali, N. L. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14(1), 73–92. doi:10.1080/14664208.2013.775543.
Ali, N. L., Hamid, M. O., & Moni, K. (2011). English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences. Current Issues in Language Planning, 12(2), 147–166. doi:10.1080/14664208.2011.584371.
Baldauf, R. B. J., Kaplan, R. B., & Kamwangamalu, N. (2010). Language planning and its problems. Current Issues in Language Planning, 11(4), 430–438.
Bax, S. (2005). Correspondence. ELT Journal, 59(1), 90–91.
Bock, G. (2000). Difficulties in implementing communicative theory in Vietnam. Teacher’s Edition, 2, 24–28.
Brownrigg, R. (2001). From traditional to contemporary in second language teaching. Teacher’s Edition, 5, 4–7.
Brutt-Griffler, J. (2002). World English: A study of its development. Clevedon, England: Multilingual Matters Press.
Bui, H. (2005). Cần Dạy Học Những Ngoại Ngữ Nào Trong Trường Phổ Thông Việt Nam [what foreign languages should be taught at secondary schools in Vietnam]. Tạp Chí Khoa Học HĐQGHN, Ngoại Ngữ, 21(3), 1–6.
Bui, K. T. (2003). Multilingual education in the community of minority peoples of Vietnam. Paper presented at the Language Development, Language Revitalization and Multilingual Education in Minority Communities in Asia, Bangkok, Thailand.
Bui, T. M. H. (2006). Teaching Speaking Skills at a Vietnamese University and Recommendations for Using CMC. Asian EFL Journal, 14. http://asian-efl-journal.com/teaching-articles/2006/08/05/teaching-speaking-skills-at-a-vietnamese-university-and-recommendations-for-using-cmc/
Bui, T. N. T. (2013). “Can a basket hide an elephant?”—Language policy and practices toward linguistic, educational, and socio-economic equity in Vietnam. (PhD), College of Education, University of Hawaii at Manoa, USA.
Bui, T. T. N., & Nguyen, H. T. M. (2016). Standardizing English for educational and socio-economic betterment? A critical analysis of English language policy reforms. In R. Kirkpatrick (Ed.), English education policy in Asia. Zurich, Switzerland: Springer.
Campbell, A., & Hu, X. (2010). Professional experience reform in China: Key issues and challenges. Asia-Pacific Journal of Teacher Education, 38(3), 235–248.
Chandrasegaran, A. (2005). A success story: English language teaching in Singapore. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 135–146). London: Lawrence Erlbaum Associates.
Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from a sociocultural perspective. English Language Teaching, 3(2), 3–9.
Dardjowidjojo, S. (2000). English teaching in Indonesia. English Australia Journal, 18(1), 21–30.
Davis, K. A., Phyak, P., & Bui, T. T. N. (2012). Multicultural education as community engagement: Policies and planning in a transnational era. International Journal of Multicultural Education, 14(3), 1–25.
Denham, P. A. (1992). English in Vietnam. World Englishes, 11(1), 61–69. doi:10.1111/j.1467-971X.1992.tb00047.x.
Do, H. T. (2006, September). The role of English in Vietnam’s foreign language policy: A brief history. Paper presented at the 19th annual EA education conference, Canberra, Australia.
Dudzik, D. L., & Nguyen, Q. T. N. (2015). Building English competency in preparation for ASEAN 2015. In R. Stroupe & K. Kimu (Eds.), ASEAN integration and the role of English language teaching (pp. 41–71). Phnom Penh, Cambodia: Language Education in Asia.
Duong, T. H. O. (2003). Teacher development in Vietnam: An alternative viewpoint. Teacher’s Edition, 12, 4–10.
Farrell, T. S. C. (2001). English language teacher socialisation during the practicum. Prospect, 16(1), 49–62.
Farrell, T. S. C. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41, 193–201.
Farrell, T. S. C. (2008). ‘Here’s the book, go teach the class’: ELT practicum support. RELC Journal, 39(2), 226–241. doi:10.1177/0033688208092186.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.
Freeman, D., Katz, A., Garcia Gomez, P., & Burns, A. (2015). English-for-teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129–139. doi:10.1093/elt/ccu074.
Fung, S. K., & Norton, B. (2002). Language planning in Korea: The new elementary English program. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 245–266). Mahwah, N.J: Erlbaum.
Gemmell, J. C. (2003). Building a professional learning community in preservice teacher education: Peer coaching and video analysis. (Ed.D). Amherst, MA: University of Massachusetts. Retrieved from http://proquest.umi.com/pqdweb?did=765182921&Fmt=7&clientId=20806&RQT=309&VName=PQD
Gorsuch, G. (2006). Doing language education research in a developing country. TESL-EJ, 10(2). http://tesl-ej.org/ej38/a11.html
Ha, V. S. (2003). Improving the self- monitoring capabilities of teacher trainees. Teacher’s Edition, 11, 28–35.
Hamid, M. O. (2010). Globalisation, English for everyone and English teacher capacity: Language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11(4), 289–310.
Hamid, M. O., & Baldauf, R. B. J. (2008). Will CLT bail out the bogged down ELT in Bangladesh? English Today, 24(3), 16.
Hayes, D. (2008, March). Primary English language teaching in Vietnam. Paper presented at the Primary Innovation, Regional Seminar, Bangkok, Thailand.
He, Y., & Prater, K. (2013). Writing together, learning together: Teacher development through community service learning. Teachers and Teaching, 20(1), 32–44. doi:10.1080/13540602.2013.848512.
Hu, G. (2005). Professional development of secondary EFL teachers: Lessons from China. Teachers College Record, 107(4), 654–705.
Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52–63. doi:10.1093/elt/cct056.
Humphries, S., & Burns, A. (2015). ‘In reality it’s almost impossible’: CLT-oriented curriculum change. ELT Journal, 69(3), 239–248. doi:10.1093/elt/ccu081.
Johnstone, R. (2010). Learning through English: Policies, challenges and prospects: Insights from East Asia. Kuala Lumpur, Malaysia: British Council.
Joni, T. R. (2000). Indonesia. In P. Morris & J. Williamson (Eds.), Teacher education in the Asia-Pacific region: A comparative study (Vol. 48). New York: Falmer Press.
Kam, H. W. (2002). English language teaching in East Asia today: An overview. Asia Pacific Journal of Education, 22(2), 1–22. doi:10.1080/0218879020220203.
Kam, H. W., & Wong, R. Y. L. (2000). Introduction: Language policies and language education in East Asia. In H. W. Kam & R. Y. L. Wong (Eds.), Language policies and language education: The impact of East Asian countries in the next decade (pp. 1–40). Singapore, Singapore: Chung Printing.
Kang, D.-M. (2008). The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System, 36(2), 214–226. doi:10.1016/j.system.2007.10.005.
Kaplan, R. B., Baldauf, R. B. J., & Kamwangamalu, N. (2011). Why educational language plans sometimes fail. Current Issues in Language Planning, 12(2), 105–124. doi:10.1080/14664208.2011.591716.
Kirkpatrick, A. (2007). Teaching English across cultures: What did English language teachers need to know to know how to teach English. English Australia Journal, 23(2), 20–36.
Le, M. X., & Harbon, L. (2013). Introducing ICT into an English language teacher education program in Vietnam. In K. Laws, L. Harbon, & C. Wescombe (Eds.), Supporting professional development with learning though action projects: Research from Australia & Southeast Asia (pp. 113–129). Southeast Asia: Developing Educational Professionals in Southeast Asia (DEPISA).
Le, T. P. A. (2007). School supervisors’ feedback to student teachers: Inside out. Journal of Applied Linguistics, 4(2), 195-216. doi:10.1558/japl.v4i2.195.
Le, V. C. (2001). Language and Vietnamese pedagogical contexts: How appropriate and effective are communicative language teaching methodologies in contemporary Vietnam. Teacher’s Edition, 7, 34–40.
Le, V. C. (2004). From ideology to inquiry: Mediating Asian and western values in ELT. Teacher’s Edition, 15, 28–38.
Le, V. C. (2007a). A historical review of English language education in Vietnam. In Y. H. Choi & B. Spolsky (Eds.), English education in Asia: History and policies (pp. 167–179). Seoul, Korea: Asia TEFL.
Le, V. C. (2007b). In their own words – EFL teachers talking about action research. Paper presented at the TESOL in the Internationalisation of Higher Education in Vietnam, Hanoi, Vietnam.
Le, V. C. (2007c). Teachers’ beliefs about curricular innovation in Vietnam: A preliminary study. Paper presented at the Empower Asia New Paradigm in English Language Education, Kuala Lumpur, Malaysia.
Le, V. C. (2013). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199–224. doi:10.1002/tesj.103.
Le, V. C. (2015). English language education innovation for the Vietnamese secondary school: The project 2020. In B. Spolsky & K. Sung (Eds.), Secondary school English education in Asia (Vol. 10, pp. 182–200). London: Routledge.
Le, V. C., & Barnard, R. (2009). Teaching grammar: A survey of teachers’ attitudes in Vietnam. The Journal of Asia TEFL, 6(3), 245–273.
Le, V. C., & Do, T. M. C. (2012). Teacher preparation for primary school English education: A case of Vietnam. In B. Spolsky & Y.-I. Moon (Eds.), Primary school English education in Asia (pp. 106–128). New York: Routledge.
Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. Teflin Journal, 18(1), 1–15.
Liu, M.-H. (2005). EFL student teachers in Taiwan: Exploring their learning to teach in a junior high school context. (PhD), The University of Queensland, Brisbane, Australia.
Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., et al. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring & Tutoring: Partnership in Learning, 20(1), 7–26. doi:10.1080/13611267.2012.645598.
Luo, W. (2003). A study of one EFL pre-service program in Taiwan. (Ph.D dissertation), University of Toronto, Toronto, Canada. Retrieved from http://proquest.umi.com.ezproxy.lib.rmit.edu.au/pqdweb?did=765667781&Fmt=7&clientId=16532&RQT=309&VName=PQD
Madya, S. (2007). Searching for an appropriate EFL curriculum design for the Indonesian pluralistic society. Teflin Journal, 18(2), 206–229.
Mistar, J. (2005). Teaching English as a foreign language (TEFL) in Indonesia. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 71–79). London: Lawren Erlbaum Associates.
MOET. (2008). Đề án đào tạo theo chương trình tiên tiến tại một số trường đại học của Việt Nam giai đoạn 2008–2015 (Project document for implementing Advanced programs in some Vietnamese universities in the period 2008–2015).
MOET. (2013a). Công văn 7274/BGDĐTGDĐH Hướng dẫn thực hiện kế hoạch triển khai đề án Ngoại ngữ Quốc gia 2020 trong các cơ sở Giáo dục đại học [Official Dispatch 7274/BGDĐT-GDĐH on guidelines for the implementation of the National Foreign Languague 2020 in tertiary institutions]. Hanoi: Ministry of Education and Training. Retrieved from http://www.moet.gov.vn/?page=1.19&view=4559 .
MOET. (2013b). Thống kê giáo dục năm 2013 [Statistics on education in 2013]. Retrieved from http://www.moet.gov.vn/?page=11.10&view=525. Hanoi Ministry of Education and Training.
MOET. (2014). Circular No. 23/2014/TT-BGDĐT on “Regulations on high-quality programs in universities”. Hanoi, Vietnam: Ministry of Education and Training (MOET).
Moon, J. (2009). The teacher factor in early foreign language learning programmees: The case of Vietnam. In M. Nikolov (Ed.), The age factor and early language learning (pp. 311–336). Berlin, Germany: Mouton de Gruyter.
Ngo, N. T. H. (2015). Some insights into listening strategies of learners of English as a foreign language in Vietnam. Language, Culture and Curriculum, 28(3), 311–326. doi:10.1080/07908318.2015.1080721.
Ngo, T. H. N., & Nguyen, H. T. M. (2016). “I learn listening skill to get high marks”: Student voices about listening instruction in Vietnam. In T. Stewart (Ed.), Voices from the TESOL classroom: Participant inquiries in higher education class. Harrisonburg, VA: Virginia TESOL.
Nguyen-Phuong-Mai, M., Terlouw, C., & Pilot, A. (2012). Cooperative learning in Vietnam and the West–East educational transfer. Asia Pacific Journal of Education, 32(2), 137–152. doi:10.1080/02188791.2012.685233.
Nguyen, C. D., Le, L. T., Tran, Q. H., & Nguyen, H. T. (2014). Inequality of access to English language learning in primary education in Vietnam. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in education: Fairness and inclusion (pp. 139–153). Rotterdam, Netherlands: Sense Publisher.
Nguyen, H. T. M. (2008a). Developing EFL learners’ intercultural communicative competence: A gap to be filled? In P. Robertson & R. Nunn (Eds.), The Asian EFL journal teaching articles volume 3, 2007 (pp. 122–139). Busan, Korea: Asian EFL Journal Press.
Nguyen, H. T. M. (2008b). Mentoring beginning EFL teachers at tertiary level in Vietnam. Asian-EFL Journal, 10(1), 111–132.
Nguyen, H. T. M. (2009). An experimental application of the problem-posing approach for English language teaching in Vietnam. In T. Steward (Ed.), Insights on teaching speaking in TESOL (pp. 79-90). Harrisonburg, VA: Virginia TESOL, Inc
Nguyen, H. T. M. (2011). Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning, 12(2), 225–249. doi:10.1080/14664208.2011.597048.
Nguyen, H. T. M. (2012). Primary English language education policy in Vietnam: Insights from implementation. In R. B. Kalpan, R. B. Baldauf, N. M. Kamwangamalu, & P. Bryant (Ed.), Language planning in primary schools in Asia (pp. 121–143). Oxon, UK: Routledge.
Nguyen, H. T. M. (2016). Peer mentoring for beginning teachers: Factors contributing to professional identity development. In A. Tajino, T. Stewart, & D. Dalsky (Eds.), Team teaching and team learning in the language classroom: Collaboration for innovation in ELT. Taylor and Francis Publisher.
Nguyen, H. T. M., & Baldauf, R. B. J. (2010). Effective peer mentoring for EFL pre-service teachers’ instructional practicum practice. The Asia EFL Journal Quarterly, 12(3), 40–61.
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. doi:10.1080/14664208.2016.1125664.
Nguyen, H. T. M., Hudson, P., et al. (2012). Preservice EFL teachers’ reflections on mentoring during their practicum. In C. Gitsaki & B. B. J. Richard (Eds.), Future directions in applied linguistics: Local and global perspective (pp. 158–178). Newcastle, England: Cambridge Scholar Publishing.
Nguyen, H. T. M., & Luong, Q. T. (2007). EFL student teachers’ challenges during practicum: A case study. Paper presented at the 2007 ETAK international conference. Kongju, South Korea: Kongju National University.
Nguyen, H. T. M., Nguyen, H. T., Nguyen, H. V., & Nguyen, T. T. T. (2016). Local challenges to global needs in English language education in Vietnam: The perspective of language policy and planning. In C. S. K. Chua (Ed.), Language planning and policy. De Gruyter Open.
Nguyen, H. T. M., & Nguyen, Q. T. (2007). Teaching English in primary schools in Vietnam: An overview. Current Issues in Language Planning, 8(1), 162–173.
Nguyen, K. V. (2009). Chính sách ngôn ngữ và vấn đề lập pháp ngôn ngữ ở Việt Nam hiện nay [Language policy and language legislation in Vietnam now]. Paper presented at the Hội thảo Ngôn ngữ học toàn quốc: “Chính sách của Đảng và Nhà nước Việt Nam về Ngôn ngữ trong thời kỳ công nghiệp hóa, hiện đại hóa và hội nhập quốc tế” [National Linguistics Conference: “The Party and Government of Viet Nam’s policy on language in the industrialization, modernization and international integration era], Hanoi, Viet Nam.
Nguyen, L. C. (2008). Professional development for teachers of English in Vietnamese higher education: The example of the faculty of foreign languages at Hanoi teachers’ training college. (MEd), University of Oslo.
Nguyen, M. H. (2013). The curriculum for English language teacher education in Australian and Vietnamese Universities. Australian Journal of Teacher Education, 38(11), 33–53. doi:10.14221/ajte.2013v38n11.6.
Nguyen, N. H. (2013, September). Báo cáo về định hướng công tác thi, kiểm tra, đánh giá tiếng Anh và các môn ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2013–2020. Report on orientations in testing and assessment of English and other foreign languages in the national education system during 2013–2020. Paper presented at the Seminar on Strategies of the National Foreign Language Project 2020 in the period 2014–2020 Hanoi.
Nguyen, N. T., Tangen, D., & Beutel, D. (2014). Exploring the concept of learner autonomy in cross-cultural research. Studies in Self-Access Learning Journal, 5(3), 202–216.
Nguyen, T. T. T. (2012). English language policies for Vietnamese primary schools and issues of implementation in rural settings. The Journal of Asia TEFL (Winter), 115–134.
Nguyen, V. H., & Hamid, M. O. (2015). Educational policy borrowing in a globalized world: A case study of common European framework of reference for languages in a Vietnamese University. English Teaching: Practice & Critique, 14(1), 60–74. doi:10.1108/ETPC-02-2015-0014.
Nguyen, V. L. (2012). Computer mediated collaborative learning within a communicative language teaching approach: A sociocultural perspective. The Asian EFL Journal Quarterly, 12(1), 202–233.
Nguyen, X. V. (2003). English language teaching in Vietnam today: Policy, practice and constraints. In H. W. Kam & R. Y. L. Wong (Eds.), English language teaching in East Asia today (pp. 455–474). Singapore, Singapore: Times Media Private Limited.
Norman, P. J. (2001). Confronting the challenges of field-based teacher education: New roles and practices for university and school-based teacher educators. (Ph.D.), Michigan State University, USA. Retrieved from http://proquest.umi.com/pqdweb?did=728128221&Fmt=7&clientId=20806&RQT=309&VName=PQD
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589–613.
Oda, M. (2005). English language teaching in Japan. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 93–102). Mahwah, NJ: Lawrence Erlbaum.
Pham, H. H. (2000). Traditional versus modern teaching methods. Teacher’s Edition, 2, 20–24.
Pham, H. H. (2001). Teacher development: A real need for English departments in Vietnam. English Teaching Forum, 39(4). http://exchanges.state.gov/englishteaching/forum/archives/2001/01-39-4.html
Pham, H. H. (2005). University English classrooms in Vietnam. ELT Journal, 59(4), 336–338. doi:10.1093/elt/cci063.
Pham, H. H. (2006). Researching the Research Culture in English Language Education in Vietnam. TESL-EJ, 10(2). http://www-writing.berkeley.edu/TESL-EJ/ej38/a10.html
Pham, H. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193–201. doi:10.1093/elt/ccm026.
Phan, L. H. (2013). Issues surrounding English, the internationalisation of higher education and national cultural identity in Asia: A focus on Japan. Critical Studies in Education, 54(2), 160–175. doi:10.1080/17508487.2013.781047.
Phan, N. T. T., & Locke, T. (2016). Vietnamese teachers’ self-efficacy in teaching English as a foreign language: Does culture matter? English Teaching: Practice & Critique, 15(1), 1–30. doi:10.1108/ETPC-04-2015-0033.
Pit, C., & Roth, H. (2004). English language teaching development in Cambodia: Past, present, and future. In H. Kam & R. Y. L. Wong (Eds.), English language teaching in East Asia today (pp. 102–118). Singapore, Singapore: Times Media Private Limited.
Qi, S. (2009). Globalization of English and English language policies in East Asia: A comparative perspective. Canadian Social Science, 5(3), 111–120.
Rodgers, A., & Keil, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and Teacher Education, 23(1), 63–80.
Saban, B. (2002). Mentored teaching as (more than) a powerful means of recruiting newcomers. Education, 122(4), 828–840.
Saito, E., Tsukui, A., & Tanaka, Y. (2008). Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang province. International Journal of Educational Development, 28(1), 89–103. doi:http://dx.doi.org/10.1016/j.ijedudev.2007.08.001.
Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289–302.
Stephen, W., Doughty, P., Gray, P. J., Hopcroft, J. E., & Silvera, I. F. (2006). Observations on undergraduate education in computer science, electrical engineering, and physical at select university in Vietnam. Washington, DC: Vietnam Education Foundation.
Stockton, J. (2001). English is a language, not a subject. Teacher’s Edition, 6, 4–8.
StraightTimes. (2012). 2 in 3 Malaysian teachers, students not proficient in English: Survey, Straight Times. Straight Times. http://www.straitstimes.com/breaking-news/asia-news-network/story/2-3-msian-teachers-students-not-proficient-english-survey-2012
Sullivan, P. N. (2000). Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 115–132). New York: Oxford University Press.
Sunga, N. (2004). English language teaching and the new curriculum in the Philippines: The re-training of English teachers. In H. W. Kam & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 341–352). Singapore, Singapore: Eastern University Press.
Sunggingwati, D. (2009). Developing teachers’ and students use of self-questioning strategy in an English as a Foreign Language (EFL) context in Indonesia s. (PhD), The University of Queensland Brisbane.
Sunggingwati, D., & Nguyen, H. T. M. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language Teaching, 10(1), 80–95.
Ting, S.-H. (2010). Impact of language planning on language choice in friendship and transaction domains in Sarawak, Malaysia. Current Issues in Language Planning, 11(4), 397–412.
To, T. H. (2007). How Vietnamese students learn English. Paper presented at the TESOL in the Internationalisation of Higher Education in Vietnam, Hanoi, Vietnam.
Toan, V. (2013, March 27). English teaching in Vietnam: Teacher ‘re-education’ Tuoitrenews. Retrieved from http://tuoitrenews.vn/education/8231/print?undefined.
Toh, G. (2003). Toward a more critical orientation to ELT in Southeast Asia. World Englishes, 22(4), 551–558. doi:10.1111/j.1467-971X.2003.00318.x.
Tomlinson, B., & Dat, B. (2004). The contributions of Vietnamese learners of English to ELT methodology. Language Teaching Research, 8(2), 199–222.
Tran, T. L. (2001). Using pair work and group work in teaching writing. Teacher’s Edition, 5, 22–28.
Tran, T. L. (2007). Learners’ motivation and identity in the Vietnamese EFL writing classroom. English Teaching: Practice and Critique, 6(1), 151–163.
Tran, T. T. (2013). Factors affecting teaching and learning English in Vietnamese university. The Internet Journal of Language, Culture and Society, 38, 138–145.
Tran, T. T. T., & Baldauf, R. B. J. (2007). Demotivation: Understanding resistance to English language learning- the case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79–105.
Tran, T. T. T., Baldauf, R. B., & Moni, K. (2012). Foreign language anxiety: Understanding its status and insiders’ awareness and attitudes. TESOL Quarterly, 47(2), 216–243.
Vallely, T. J., & Wilkinson, B. (2008). Vietnam higher education: Critis and response. Cambridge: Harward Kennedy School,
Vo, L. T., & Nguyen, H. T. M. (2010). Critical friends group for EFL teacher professional development. ELT Journal, 64(2), 205–213. doi:10.1093/elt/ccp025.
Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: A comparative study of mentoring practice. Teaching and Teacher Education, 17(1), 51–73. doi:10.1016/s0742-051x(00)00038-x.
Wang, J. (2002). Learning to teach with mentors in contrived contexts of curriculum and teaching organization: Experiences of two Chinese novice teachers and their mentors. Journal of In-service Education, 28(2), 339–374.
Wang, P. (2010). Professional development through CoP: A casestudy of a Chinese EFL teacher. Paper presented at the Enhancing learning experiences in higher education, The University of Hong Kong.
Wedell, M. (2008). Developing a capacity to make “English for Everyone” worthwhile: Reconsidering outcomes and how to start achieving them. International Journal of Educational Development, 28(6), 628–639. doi:10.1016/j.ijedudev.2007.08.002.
Wright, S. (2002). Language education and foreign relations in Vietnam. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 225–244). Mahwah, NJ: Lawrence Erlbaum.
Yan, C., & He, C. (2010). Transforming the existing model of teaching practicum: A study of Chinese EFL student teachers’ perceptions. Journal of Education for Teaching: International Research and Pedagogy, 36(1), 57–73.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. doi:10.1177/0022487109347671.
Zhan, S. (2008). Changes to a Chinese pre-service language teacher education program: Analysis, results and implications. Asia-Pacific Journal of Teacher Education, 36(1), 53–70.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Nguyen, H.T.M. (2017). The EFL Context in Vietnam and East Asia. In: Models of Mentoring in Language Teacher Education. English Language Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44151-1_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-44151-1_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-44149-8
Online ISBN: 978-3-319-44151-1
eBook Packages: EducationEducation (R0)