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Lexical and grammatical development in English in Indonesian kindergarten children : processability theory and developmentally moderated focus on form
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| 2 |
The production and perception of peripheral geminate/singleton coronal stop contrasts in Arabic
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| 3 |
Fostering EFL students’ communicative language competence : Facebook as a platform for a triad of types of talk
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Effects of short-term perceptual training with written feedback on foreign-accented speech recognition in older and younger adults
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Cognitive factors in perception and imitation of Thai tones by Mandarin versus Vietnamese speakers
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Seeing a talking face matters to infants, children and adults : behavioural and neurophysiological studies
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The effect of study abroad experience and working memory on Chinese-English consecutive interpreting performance
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| 8 |
L2 Influence on L1 : Chinese subject realisation in Chinese-English bilinguals
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| 9 |
An investigation of the use of compliments by Saudi Arabian students
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| 10 |
An investigation into the development of cultural responsiveness in Australian physiotherapy students and new graduates’ capability to work with culturally and linguistically diverse communities
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| 11 |
“All we know is the hoe” : women’s later life experiences within a changing rural economy in Uganda
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| 12 |
Professional development of EFL lecturers in Vietnam : a cultural-historical activity theory perspective
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Abstract:
Professional development (PD) of English as a foreign language (EFL) teachers and lecturers in Vietnam has drawn great interest from stakeholders and the public over the past decade, as it is a key aspect of the National Foreign Language 2020 Project. However, the literature shows that this activity has been under-examined both regionally and nationally. This study examines the nature of PD for EFL Vietnamese lecturers of non-English specialized students. The study was theoretically underpinned by Cultural-Historical Activity Theory (CHAT) and employed a sequential mixed-methods approach. Quantitative and qualitative data was collected from EFL lecturers and academic managers at 14 public universities across the country, and national educational policies were also examined. Quantitative data was descriptively and inferentially analyzed, while qualitative data was thematically analyzed, and policy documents were scrutinized using Ball’s (1993) policy analysis framework. The findings show that EFL lecturer PD in Vietnam is a politically, socially, culturally and historically shaped activity that is fraught with many contradictions. Applying CHAT as the theoretical lens through which to view PD in this context reveals that Vietnamese lecturers are influenced by cultural expectations and regulated policies that require them to be ethical and knowledgeable exemplars, and this shapes their participation in PD. Lecturers appear to be confident as change agents in enacting reforms and actively manage to respond to growing demands placed on them. The formulation and implementation of national policies show heavy top-down impositions, with institutional PD management seriously challenging lecturers’ capacity to be authors of their own PD. Access to PD by many lecturers, particularly female lecturers, is limited due to the absence of gender considerations and poor enactment of many national policies, inadequate remuneration and excessive workloads, and the cultural notion of women taking major responsibility for family commitments. The rising demands on lecturers’ competencies and accountability in an increasingly globalized and free-market driven world, where the English language has become an indispensable currency, pose tough challenges for lecturers in terms of their PD.
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Keyword:
2020; career development; English language; English teachers; foreign speakers; study and teaching; Thesis (Ph.D.)--Western Sydney University; training of; Vietnam
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URL: http://hdl.handle.net/1959.7/uws:57654
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| 13 |
An investigation into writing practices in Ba Ria - Vung Tau lower secondary schools
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| 14 |
Contributions of visual speech, visual distractors, and cognition to speech perception in noise for younger and older adults
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| 15 |
Evidence for active control of tongue lateralisation in Australian English /l/ and its acoustic consequences
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| 16 |
Emotion in faces and voices : recognition and production by young and older adults
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| 17 |
The role of infant-directed speech in language development of infants with hearing loss
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| 18 |
Universal and language-specific processing : the case of prosody
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| 19 |
Investigating spoken emotion : the interplay of language and facial expression
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| 20 |
Linguistic and cultural impacts on English medium instruction : Chinese teacher-researchers’ cases
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