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Study on public service translation in cross-border healthcare
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| 42 |
Youth Bilingualism, Identity and Quechua Language Planning and Policy in The Urban Peruvian Andes
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In: Dissertations available from ProQuest (2019)
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Policies on language education in Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 308-315 (2019) (2019)
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| 44 |
Miks õppida “väikest keelt”? Integratiivne vs. instrumentaalne motivatsioon välisüliõpilaste eesti keele õppimisel
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 15, Pp 83-98 (2019) (2019)
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| 45 |
Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study
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Vu, Trinh. - : Auckland University of Technology, 2018
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Abstract:
The English language proficiency of primary teachers is of considerable interest in many non-Anglo countries including Vietnam. In the Vietnamese context of primary EFL teacher training, the level of TEYL teachers’ English language proficiency has been mandated in government policy since 2008 when graduating TEYL teachers are required to meet the B2 level of English as described on the Council of Europe Framework of Reference (see Government of Vietnam, 2008). However, there has been insufficient research into the English language proficiency level of primary EFL teachers in Asian countries (Nguyen, 2011). This study, therefore, aims to contribute to the construction of knowledge about the development of higher English language proficiency for Vietnamese primary EFL teachers in public primary schools in the Vietnamese context of English language education at the primary school level. In particular, I focus on mid-primary young English language learners from 8-11 years of age (3rd- 5th graders) and EFL teacher training for this age group in public primary schools in Vietnam. This is because the Vietnamese government has called for the development of EFL teacher training for this age group recently. As a ‘research insider’, I conducted an investigation into TEYL in a small and poor province in Vietnam where the issues were examined through critical ethnography, a qualitative research approach focusing on the cultural interpretation of people’s behaviours in a “natural” setting (Kawamura, 2011). Twenty-nine participants in this study were those who are directly involved in English language education at the primary school level. These participants came from three target groups including (i) nine primary EFL teacher trainers at a local teacher training college in group one; (ii) ten primary EFL teacher trainees in group two and (iii) ten primary EFL teachers in group three. Data was collected from three major sources including (i) twenty-nine semi-structured interviews conducted in the Vietnamese language, (ii) sixteen classroom observations (i.e. eight TEYL teacher training classes and eight TEYL classes at five public primary schools) and (iii) relevant materials. The data was audio-recorded, transcribed and translated for thick descriptive analysis (Blommaert & Jie, 2010; Neuman, 2011). A thematic analysis of different sources of data has indicated that Vietnam is facing challenges for developing high quality, relevant, primary level EFL training. The challenges include (i) the limited proficiency (especially oral proficiency) of graduating students compared to what is required by the government policy; (ii) the low motivation of student teachers to improve their ELP; (iii) the seeming lack of prioritisation for the improvement of ELP in TEYL teacher preparation programs; (iv) a possible shortage of TEYL teacher trainers with high enough ELP themselves; (v) difficulty in designing and developing relevant TEYL teacher training materials to improve TEYL student teachers’ ELP; (vi) difficulty in designing ELP tests equivalent to the internationally-recognized Common European Framework of Reference for Languages (CEFR) B2-level standard (Government of Vietnam, 2008) and (vii) the lack of opportunities for improving teachers’ ELP through current TPD programs, particularly in the area of oral English for primary EFL teachers in public primary schools. In addition, Communist Party leader power corruption, a national problem (Vietnam Times, 2015), has been identified as a significant hindrance to increasing teacher trainee motivation. The argument advanced in this thesis is that specific steps need to be taken to build high-quality primary English language teacher capacity so that teachers can provide more effective opportunities for children to learn to be increasingly proficient in English. To help young learners acquire a desired level of English proficiency, TEYL policy needs to be critically reviewed to ensure that current English language teacher proficiency is enhanced and the professional skills of local language teachers particularly in TEYL are improved. Based on the findings, this study has pointed out suggested areas of improvements that potentially help develop higher levels of English language competence particularly in the area of oral English for Vietnamese primary EFL teachers in public primary schools in Vietnam and other countries. Also, the study has provided a number of implications (i) for TEYL teacher education policy-makers and (ii) for TEYL teacher trainers. Given the importance of helping primary school children attain a desired level of ELP in effective TEYL and TEYL teacher development for higher English language proficiency, the study has also contributed to the construction of a collaborative model of developing higher English language proficiency in Vietnam. It has proposed a blueprint for future policy on TEYL teacher education in Vietnam and other countries can perhaps benefit from.
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Keyword:
Early language learning; English as a Foreign Language; Language policy; Primary EFL teacher professional development; Vietnam
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URL: http://hdl.handle.net/10292/11792
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| 46 |
The Notion of Plurilingual and Pluricultural Competence in the Teaching of Foreign Languages in France ...
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| 47 |
Europäische Wissensordnung im Schweizer Fremdsprachenunterricht (1961-1990) ; Configuration européenne des savoirs et enseignement des langues étrangères en Suisse (1961-1990)
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In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2018) 1, S. 153-173 (2018)
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| 48 |
Language Ecology in Cyprus, Sweden and Estonia: Bilingual Russian-Speaking Families in Multicultural Settings
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 107-117 ; 2399-9101 (2018)
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| 49 |
Europäische Wissensordnung im Schweizer Fremdsprachenunterricht (1961-1990) ... : Configuration européenne des savoirs et enseignement des langues étrangères en Suisse (1961-1990) ...
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| 50 |
English-only policy in an Australian ELICOS setting: perspectives of English students, teachers and academic management
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| 51 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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| 52 |
The Notion of Plurilingual and Pluricultural Competence in the Teaching of Foreign Languages in France
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| 53 |
Können die Experten das, was sie sollen? Schwachstellen des soziokulturellen Rahmenkonzeptes des BMZ
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In: Entwicklung und Zusammenarbeit : E + Z ; internationale Zeitschrift ; 33 ; 7 ; 4-5 (2018)
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| 54 |
An analysis of the changes to New York State commissioner's regulations part 154 and the impact on the landscape of English language education
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Marks, Caroline. - : State University of New York College at Fredonia, 2018
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| 55 |
Economic security as a factor of the stable development of a state ; Економічна безпека як фактор стабільного розвитку держави
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In: Economies' Horizons; No. 3(6) (2018): Economies' Horizons; 137-144 ; Економічні горизонти; № 3(6) (2018): Економічні горизонти; 137-144 ; 2616-5236 ; 2522-9273 (2018)
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| 56 |
THE WAR BETWEEN UKRAINE AND RUSSIA: A GEOPOLITICAL CONTEXT ; УКРАИНСКО-РОССИЙСКАЯ ВОЙНА: ГЕОПОЛИТИЧЕСКИЙ КОНТЕКСТ ; УКРАЇНСЬКО-РОСІЙСЬКА ВІЙНА: ГЕОПОЛІТИЧНИЙ КОНТЕКСТ
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In: Міжнародні відносини: теоретико-практичні аспекти; № 2 (2018); 13-21 ; International Relations: Theory and Practical Aspects; № 2 (2018): International Relations: Theory and Practical Aspects; 13-21 ; Международные отношения: теоретико-практические аспекты; № 2 (2018): Международные отношения: теоретико-практические аспекты; 13-21 ; 2616-7794 ; 2616-745X (2018)
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| 57 |
Repensando o lugar do livro nas relações internacionais : literatura e política externa brasileira na travessia de um país emergente
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| 58 |
From Language Policy to Pedagogic Practice: Elementary School English Education in Japan
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| 59 |
“Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua
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| 60 |
Foreign language portfolio and EU funded foreign language courses in Poland
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In: Lingua Posnaniensis, Vol 60, Iss 1, Pp 59-80 (2018) (2018)
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