The practicum as a learning opportunity for prospective teachers of ESL or EFL remains underexplored. Most of the studies that have been documented in the TESOL practicum literature were conducted in either North America or a few Asian contexts with novice teachers. In this study the author used diaries by five Vietnamese EFL student teachers as sources of information to investigate their experiences during a 6-week practicum period. Findings show that these student teachers were strongly inclined toward the cooperating teachers' models of teaching rather than attempting to adapt the theories they had been taught in their practices and reflect critically on the process. The study has implications for the conduct of the practicum in Vietnam and possibly other similar contexts.
How does teachers’ target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers’ use of the target language in the classroom creates learning opportunities for L2 learners. The article also explores the relationship between teachers’ target language proficiency and the ways in which they use the target language in the classroom to engage learners in the learning process. Analyses of the lesson extracts show a complex relationship between teachers’ general language proficiency and their ability to make use of their proficiency to support student learning in the L2 classroom. The article concludes that while teachers’ general proficiency significantly affects the way they use language in the classroom to promote learning, their classroom proficiency is at least as important as their general proficiency. This has implications both for teachers and teacher educators.
Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.
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