Alignment of Curriculum, Outcomes, and Standards in Vietnamese English Language Teacher Education

Nguyen, Thi Phuong Lan; Vu, Quang T.

doi:10.20533/licej.2040.2589.2020.0453

Cited by 4 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The internship duration ranges from 8 weeks (equivalent to 2 credits) to 16 weeks (4 credits); however, it only accounts for a minor proportion of the whole academic program (see Table 4). Such a low percentage of professional practice found in the present study is consistent with the figure presented by Nguyen and Vu [22].…”

Section: Elements Of Work-integrated Learningsupporting

confidence: 93%

“…It is evident that there have been significant and positive shifts in consideration of the amount of practical work compared to the theoretical input. This finding lies in relatively stark contrast with those in other studies on curriculum design that appeal for more appropriate allocation of class hours for practice [9,22]. Although the universities in the present study have endeavored to integrate generic skills and work-related elements in the program in various ways and modes, namely integrating them in the formal curricula or through extracurricular activities, such implementations show lack of uniformity and vary in intensity.…”

Section: Conclusion and Recommendationscontrasting

confidence: 74%

“…To optimize English language/linguistics students' employability and mobility upon their graduation, changes and revisions are essential, not only in the program design but also the ways in which these programs are implemented. Aligned with a number of studies conducted in the context of Vietnam [15,21,22], the present study reiterates the need to integrate more practical components in the programs so that English-major students can sharpen professional skills prior to their internship and placement in real-life work environments. In other words, the curriculum should allocate more practice hours for students to utilize work-related skills, such as translation, interpreting or micro-teaching, which would enable them to put the theory they accumulated over the course of their studies into practice [20].…”

Section: Conclusion and Recommendationssupporting

confidence: 72%

“…In their study with students specializing in translation and interpreting, Phuong and Huynh [15] point to the paramount importance of extending both linguistic and professional knowledge and sociocultural skills such as communication and teamwork. A similar scenario was presented in an investigation into the alignment between the curriculum and learning outcomes in English language teacher education that was carried out at eleven universities across Northern, Central, and Southern regions of Vietnam [22]. This study reveals that the trainee English teachers demonstrated poor practical knowledge of the context of high schools, with courses dedicated to sharping students' professional experience only accounting for 4.09% of the total program.…”

Section: Repositioning the Role Of Employability Skills English Language And Linguistics Programs In Vietnammentioning

confidence: 72%

See 3 more Smart Citations

Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam

Pham

2021

View full text Add to dashboard Cite

This study addresses the development of employability skills among English-major graduates to facilitate their transition from university to the workplace. Contemporary research has pinpointed that universities fail to sufficiently prepare their students in terms of professional knowledge and work-related skills. There is also a mismatch between the focus of academic programs and the demands and requirements from potential employers regarding graduates’ performance. Drawing on the document analysis and simple descriptive statistics of the undergraduate English language/linguistics program descriptions of six distinct universities located across Vietnam, this study aims to explore the extent to which English-major students are empowered with employability skills and provide recommendations for promoting these skills. Findings show that there is a substantial shift in reconsidering the imbalance between theoretical and practical components in the program design. The programs also exhibit certain degrees of preparation for students’ employability through the curricular integration of generic skills such as critical thinking, public speaking, presentation skills, communication skills and research skills. This study reiterates the significance of promoting work-related skills and strengthening university-industry partnerships in designing academic programs and providing English-major students with hands-on experience.

show abstract

Section: Elements Of Work-integrated Learningsupporting

confidence: 93%

Section: Conclusion and Recommendationscontrasting

confidence: 74%

Section: Conclusion and Recommendationssupporting

confidence: 72%

Section: Repositioning the Role Of Employability Skills English Language And Linguistics Programs In Vietnammentioning

confidence: 72%

See 2 more Smart Citations

Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam

Pham

2021

View full text Add to dashboard Cite

show abstract

“…Project 2020's proficiency benchmarks, for example, C1 for university English-major graduates were unachievable (Nguyen & Vu, 2020) and beyond teachers' ability in under-resourced areas (Nguyen, X. & Nguyen, 2019).…”

Section: Importing Foreign Language Education Frameworkmentioning

confidence: 99%

Vietnamese university English as a foreign language (EFL) teachers' beliefs and practices: A Cultural Historical Activity Theory analysis

Nguyễn¹

View full text Add to dashboard Cite

This study was conducted within the context of Vietnam’s reform policy imperatives to promote Western-developed pedagogical practices and instructional materials to raise the quality of English language education. However, at the time of the research there had been limited changes in the practice of tertiary English teaching and learning. The literature suggests that the culture of the Vietnamese English as a foreign language (EFL) classrooms is generally influenced by Confucian values. Additionally, the culturality and historicity of tertiary EFL teachers’ beliefs and practices have been under-researched. Drawing on Cultural Historical Activity Theory (CHAT) and Activity System Analysis Methods, this case study analysed the cultural and historical roots of Vietnamese tertiary EFL teachers’ beliefs and practices. Nine teacher participants from a public university in central Vietnam engaged in classroom observations and individual in-depth interviews (pre- and post-observation). Resources and documents were also collected and analysed (e.g., government policy documents and directives, curriculum documents, tests, prescribed coursebooks, lesson plans, class handouts, and students’ work). A reflexive journal provided a complementary data source. The CHAT and thematic analysis revealed that the outcomes of the teachers’ EFL teaching activity appeared to differ from the government’s and university’s intended outcomes for the national foreign language reform. This might be because of the lack of teacher input into the reforms and the institutional valuing of continuity and teacher retention (i.e., selected students being retained as teachers upon graduation). Cultural Confucian values (e.g., obedience, filial piety, hierarchical collective harmony, role modelling, face keeping, and other culture-specific norms), interwoven with teachers’ past histories (e.g., the teachers’ familial and school apprenticeships of observation, perezivanhie in the community) and their institutions’ past histories worked to preserve traditional teaching practices and to limit transformation. A CHAT analysis illustrated how the misalignment between the current reform with its Western-developed language policy and resources with that of the teachers’ values and beliefs and institutional practice caused systemic inertia in tertiary EFL teaching activity. Consequently, the reform objectives were not sufficiently realised. This study indicates that in order to bring about transformation of EFL teaching in Vietnam, there is a need for a comprehensive mapping of the EFL activity system to identify structural elements, including the existing contradictions within the system. Moreover, it highlights the potential value of a comprehensive examination of other CHAT constructs, including the subject(s), tools, rules, community, and division of labour for a context analysis for a successful reform. Future research and national reform policy could fruitfully focus on the culturality and historicity of teachers’ beliefs and practices for a better alignment between the government policy and the institutional and classroom reality. It is recommended that tertiary EFL training programmes should provide pre-service teachers with opportunities to explore their own beliefs to better prepare them for adapting to their teaching contexts.

show abstract

Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar

Korompot,

Fauzan,

Nur

2024

VELES

View full text Add to dashboard Cite

This paper is based on a systematic literature review conducted to justify the introduction of a new course, 'English Language School Management' (ELSM), in the English Language Education Study Program (ELESP) at Universitas Negeri Makassar, Indonesia. The literature review involved a detailed analysis of academic sources relevant to English language education and management, identifying gaps in current academic discourse and practical educational needs in the post-Covid-19 context. Prompted by the implementation of the Merdeka Belajar Kampus Merdeka program, which necessitated curriculum revision, ELSM was developed. This course aims to provide ELESP students with critical insights into the operation and management of English language schools. These institutions are vital in non-formal education, as underutilized partners in teacher training programs, and as potential employment and entrepreneurial opportunities for graduates. The introduction of ELSM addresses a notable lack of focus on English language schools within Indonesian academic circles, despite their popularity and significant educational contributions. The development of this course is expected to enhance ELESP students' awareness of both the potential and challenges faced by English language schools, especially in the post-pandemic era.

show abstract

Alignment of Curriculum, Outcomes, and Standards in Vietnamese English Language Teacher Education

Cited by 4 publications

References 0 publications

Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam

Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam

Vietnamese university English as a foreign language (EFL) teachers' beliefs and practices: A Cultural Historical Activity Theory analysis

Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar

Contact Info

Product

Resources

About