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Developing Classroom

English Competence:

Learning from the

Vietnam ExperienceEdited by Donald Freeman & Laura Le Dréan

Developing

Classroom English

Competence:

Learning from the

Vietnam Experience

Edited by

Donald Freeman and Laura Le Dréan

Phnom Penh

2017

Developing Classroom English Competence:

Learning from the Vietnam Experience

Edited by

Donald Freeman & Laura Le Dréan

ISBN 978-999-63-584-4-9

Cover design: IDP Education (Cambodia) Ltd.

Typesetting and layout: Kelly Kimura

© Copyright 2017 IDP Education (Cambodia) Ltd.

No part of this publication may be reproduced by any process for commercial purposes without the written permission of the publisher or in accordance with the provisions of the Copyright Law of the Kingdom of Cambodia.

Published by IDP Education (Cambodia) Ltd.

Printed in Phnom Penh by Click Printing

Sponsored by National Geographic Learning

For further information contact:

IDP Education (Cambodia) Ltd.

PO Box 860

Phnom Penh

Cambodia

The views expressed in this publication are those of the contributors and do not necessarily reflect the views or policies of IDP Education.

Developing Classroom English Competence:

Learning from the Vietnam Experience

i

Table of Contents

Contributors ................................................................................................................................................... ii

Acknowledgments

Sreng Mao and Kelly Kimura .................................................................................................................. v

The Argument for Developing 7HMŃOHUV·

Classroom English Proficiency

Anne Katz .............................................................................................................................................................. 1

Improving Professional English Proficiency in the Lower Mekong

Apiwan Nuangpolmak ................................................................................................................................... 7

Teacher Language Proficiency and Reform of English Language

Education in Vietnam, 2008-2020

Le Duc Manh, Hoa Thi Mai Nguyen, & Anne Burns .................................................................. 19

The Intervention: The Design of the English-for-Teaching Course

Anne Katz ........................................................................................................................................................... 34

The English-for-Teaching Course in Vietnam:

Who Took It and What Did They Learn?

A Description of Participants and Their Experience

Donald Freeman ............................................................................................................................................. 44

Learning from the English-for-Teaching Experience in Vietnam:

Insider / Outsider Perspectives

Donald Freeman ............................................................................................................................................ 56

English-for-Teaching Training: Initial Impact on In-Service EFI 7HMŃOHUV·

Classroom Discourse: A Case Study

Pham Thi Hong Nhung .................................................................................................................................72

Classroom English Proficiency:

What Can Be Learned from the Vietnam Experience?

Anne Burns......................................................................................................................................................... 84

ii Contributors

Contributors

Anne Burns (anne.burns@unsw.edu.au) is Professor of TESOL in the School of Education, University of New South Wales, Australia, where she supervises doctoral students. She is an Honorary Professor at the University of Sydney and Professor Emerita at Aston University. She has been a visiting professor at Unitec, New Zealand, the University of Stockholm, Sweden, Thammasat University, Thailand, and Soka University, Japan. Her research includes teaching speaking and listening, from social and functional perspectives, discourse analysis, curriculum development, language teaching methodology, and language teacher education. She has published extensively and is known internationally for her work in action research, including Doing Action Research in English Language Teaching (2012, Routledge). She is an academic advisor for the Oxford Applied Linguistics Series and a Senior Consultant to the National Geographic-Cengage Learning ELTeach Course. She was recently recognized by TESOL International as one of tOH ´D0 MP D0µ who had made a substantial contribution internationally. Donald Freeman is a professor at the School of Education, University of Michigan, where his work focuses on understanding and supporting ELT professional learning at scale. Major research projects include the Learning4Teaching Project, a series of national research studies in Chile, Turkey, and Qatar, and ELTeach, an online professional development program (National Geographic Learning and Educational Testing Service), both of which focus on ELT public VHŃPRU PHMŃOHUV· professional development. He is author of several books, including most recently Educating Second Language Teachers (Oxford, 2016), and editor of the professional development series, TeacherSource (HeinleCengage). Freeman is a past president of TESOL, a past member of the International Advisory Council for Cambridge ESOL, and immediate past chair of The International Research Foundation for

English Language Teaching (TIRF).

Developing Classroom English Competence:

Learning from the Vietnam Experience

iii Anne Katz (katzam@newschool.edu) teaches courses in learner MVVHVVPHQP IRU 7OH 1HR 6ŃORRO·V 0$7(62I SURJUMPB +HU ŃXUUHQP publications have centered on classroom uses for assessment, the development of academic English, the application of standards, and effective classroom practices for second language learners. She is co- designer and Senior Consultant to ELTeach, an online professional development program for public sector teachers (National Geographic Learning and Educational Testing Service). As a teacher educator, she promotes linkages between research and school contexts to support active and collaborative professional development. Laura Le Dréan is Executive Editor at National Geographic Learning, in charge of the academic and professional development lists. She has an M.A. in TESOL / TEFL from San Francisco State University. She has over 20 years of teaching experience in pre-academic ESL / EFL programs in the Middle East, Europe, and the United States. She has also done teacher training in the U.S., Saudi Arabia, and Vietnam. She has been working in ELT publishing as an editor for the last 17 years, creating learning materials for students and teachers. She has authored an ELT writing book and given numerous presentations at international and regional TESOL conferences. Le Duc Manh (manh.le@student.unsw.edu.au) is a Ph.D. candidate of the School of Education, University of New South Wales, Australia. He used to work as a language teacher trainer in Haiphong University, Vietnam. His current research areas include language policy enactment, teacher education, and teacher professional development. Hoa Thi Mai Nguyen (hoa.nguyen@unsw.edu.au) is a lecturer in Teacher Professional Learning and TESOL in the School of Education, University of New South Wales, Australia. She has experience teaching and training pre-service and in-service teachers in Asia and Australia. Her ongoing research interests have been in the areas of teacher education, teacher professional development, mentoring, TESOL, and sociocultural theory. iv Contributors Apiwan Nuangpolmak (apiwan.n@chula.ac.th) is an English lecturer at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. She received a Master of Applied Linguistics and a Ph.D. from Macquarie University, Australia. At CULI, she is responsible for developing and teaching courses, namely Skills in English for Graduates, English for Academic Purposes (for Psychology students), and Academic Writing (Thesis and Abstract). Apiwan was a former project manager of the English support project under the Lower Mekong Initiative (LMI) titled Professional Communication Skills for Leaders (PCSL), co-funded by the U.S. and the Thai governments. Apiwan also co-taught the PCSL seminars for Thai government officials in the Education pillar. Pham Thi Hong Nhung (n.pham@hueuni.edu.vn) is an assistant professor of applied linguistics at Hue University of Foreign Languages, Vietnam. She received a Master and Ph.D. of Applied Linguistics from the University of Queensland, Australia. She has been training English language teachers for 20 years. Her research interests include intercultural communication, classroom discourse, and foreign language teaching.

Developing Classroom English Competence:

Learning from the Vietnam Experience

v

Acknowledgments

IDP Education (Cambodia) and Language Education in Asia (LEiA), with support from National Geographic Learning, are pleased to present Developing Classroom English Competence: Learning from the Vietnam Experience. This monograph is about the English-for-Teaching (EfT) program in one of the over 25 countries in which it has been implemented. EfT, whLŃO MLPV PR VSHŃLILŃMOO\ LPSURYH PHMŃOHUV· classroom English proficiency, is a component of the ELTeach professional development program. ELTeach offers integrated coursework and assessment in each of its two components and is a collaboration between National Geographic Learning (a part of Cengage Learning) and Educational Testing Service. The launch of the monograph is at the 13th Annual CamTESOL Conference, an initiative of IDP Education (Cambodia). The conference theme, Building a Regional Community: English Across Platforms, is echoed in (I7·V RQOLQH MŃŃHVVLNLOLP\ ROLŃO GUMRV NRPO UXUMO MQG XUNMQ PHMŃOHUV into more successful participation in the profession. It is our hope that this book shows what is necessary in a large-scale online professional development program to effectively support teachers on the ground in the English language classroom. Our sincere thanks to the editors of this monograph, Donald Freeman of the University of Michigan, Michigan, U.S.A. and Laura Le Dréan of National Geographic Learning. They successfully organized and managed the project on a tight timeline, despite the already busy schedules of all involved. We are grateful to Donald Freeman, Anne Burns of the University of New South Wales, Australia and Anne Katz of the New School, New York, U.S.A. for compiling the monograph. Our gratitude also goes to the authors for all of the research and writing offered in their chapters. We thank the panelists who contributed their perspectives and insLJOPV LQ GRQMOG )UHHPMQ·V FKDSWHUquotesdbs_dbs29.pdfusesText_35

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