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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...7 Hits 1 – 20 of 129 1 A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam Luong, Phan Nhu Hien, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2019 BASE Show details 2 Genre learning through oral interactions: A case study of students’ thesis writing in group writing conferences from sociocultural perspectives Mochizuki, Naoko, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 BASE Show details 3 English primary teacher agency: a case of Vietnam Le, Manh, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 Abstract: Teacher agency has become a growing research interest in language education, especially at the critical juncture of widespread globalisation, when many nations including Vietnam, the context of the study, have promulgated a new language policy to respond to this transformation. However, teacher agency remains under-examined despite a small number of recent studies. Therefore, it is a critical issue within the field of language policy (LP) since the roles of teachers are evidenced to be fundamental to policy implementation. In response to the gap in the current LP literature, this qualitative case study, grounded in positioning theory, aims to explore how English teachers exercise their agency in response to the policy under prescribed conditions. A group of English primary teachers, school principals, and regional English managers in a province in Vietnam were purposively selected as study participants. Data were collected from multiple sources including in-depth interviews, classroom observations, and documents. The findings showed that teachers were positioned (by the policy and their institutions) as “mere” policy implementers who were expected to strictly follow the mandates and instructions transferred to them. Their implementation was regularly supervised and inspected by their stakeholders (including DOET, BOET, and school leaders). However, in the classroom context, the teachers attempted to adapt the policy mandates according to their interpretations, preferences, choices, and current teaching conditions. Even though the teachers claimed that they conformed to the policy mandates, this conformity did not mean that they faithfully followed all of them. Teachers’ capacity to act was also informed by their previous professional experience, beliefs and teaching passion and specific contexts. Teacher agency enactment was also found to vary across the regions. The rural and island teachers tended to exercise more on negative agency due to their insufficient support, especially that of professional development. The study explicitly theorises teacher agency in a context of language policy enactment. It also proposes implications for policy makers, educational managers and school leaders to facilitate teachers’ active roles in reform implementation. Keyword: Language policy implementation; Positioning theory; Primary teachers; Teacher agency; Teacher professional development URL: https://unsworks.unsw.edu.au/fapi/datastream/unsworks:54280/SOURCE02?view=true http://handle.unsw.edu.au/1959.4/60917 BASE Hide details 4 English Language Teacher Research Engagement and Research Learning: A Cultural Historical Activity Theory Perspective Tran, Thi Lan Anh, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 BASE Show details 5 International Perspectives on Teaching Skills in ELT : Reading, Writing, Listening and Speaking Burns, Anne [Herausgeber]; Siegel, Joseph [Herausgeber]. - Cham : Springer International Publishing, 2017 DNB Subject Category Language Show details 6 English language teachers becoming action researchers: A sociocultural analysis and questions of sustainability Edwards, Emily, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2017 BASE Show details 7 Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis Lim, Sovannarith, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2016 BASE Show details 8 Pre-service teachers' perceptions about teaching speaking at high school in Vietnam Mai, Chiem, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2016 BASE Show details 9 Action research Burns, Anne In: Research methods in applied linguistics : a practical resource (2015), S. 187-204 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 10 Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition Burns, Anne; Freeman, Donald; Edwards, Emily. - : Blackwell, 2015. : Wiley Periodicals, Inc., 2015 BASE Show details 11 Differences in written language between Japanese EFL learners with different proficiency: From Systemic Functional Linguistic perspectives Hisaoka, Toshio, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2015 BASE Show details 12 The implementation of an English-Medium (EMI) program as an educational change in a Vietnamese public university: A needs analysis study Vu, Thi Thanh Nha , Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2014 BASE Show details 13 Book review: James Paul Gee, How to Do Discourse Analysis: A Toolkit Burns, Anne In: Discourse studies. - London [u.a.] : Sage 15 (2013) 2, 247-249 OLC Linguistik Show details 14 Interviews with M. A. K. Halliday : language turned back on himself Hu, Zhuanglin (Interviewer); Kress, Gunther R. (Interviewer); Hernández Hernández, Manuel A. (Interviewer). - London [u.a.] : Bloomsbury, 2013 BLLDB UB Frankfurt Linguistik Show details 15 Innovation through action research and teacher-initiated change Burns, Anne. - : Abingdon, UK : Routledge, 2013 BASE Show details 16 Teaching speaking in a second language Burns, Anne; Hill, David A. - : London, 2013. : New York : Bloomsbury Academic, 2013 BASE Show details 17 Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study Ollerhead, Sue, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2013 BASE Show details 18 Teaching speaking : a holistic approach Goh, Christine Chuen Meng; Burns, Anne. - Cambridge [u.a.] : Cambridge Univ. Press, 2012 BLLDB UB Frankfurt Linguistik Show details 19 The Cambridge guide to pedagogy and practice in second language teaching Richards, Jack C. (Hrsg.); Burns, Anne (Hrsg.). - Cambridge [u.a.] : Cambridge Univ. Press [u.a.], 2012 BLLDB UB Frankfurt Linguistik Show details 20 Listening : a practical approach ; CD Burns, Anne; Richards, Jack C.. - White Plains, N.Y. : Pearson Education, 2012 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5...7

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