Tran Thanh Nha

7/28/2019 Tran Thanh Nha

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MINISTRY of EDUCATION

and TRAINING

5 th National VTTN ELT Conference

Challenges and Changesin English Language Teaching

by Thanh Nha

Hanoi, 16-17 January 2009


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Presented by Tran Thi Thanh Nha

Le Quy Don School , Nha Trang, Khanh Hoa

Cell:0905 161 235

E-mail:[email protected]

Teacher of English

IN-SERVICE TRAINING A REGULAR NEED FOR TEACHERS IN TESOL


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Introduction

Definitions

Background

Progress of ELT and teacher training in Vietnam

Discussion

Conclusion

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Menu


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Introduction

Richards (2002) says that today English is so widely taughtworldwide that the purposes for which it is learned are sometimestaken for granted. 30 years ago the assumption was that teachingEnglish was a politically neutral activity and acquiring it wouldbring untold blessings to those who succeeded in learning it.

This picture has changed somewhat today. Now that English isthe language of globalization, international communication,commerce and trade, the media and pop culture, differentmotivations for learning it come into play.

Under this current situation, second and foreign languageteaching is a field that is constantly in a state of change. For example new curriculum frameworks currently beingimplemented in different parts of the world. In many countriesEnglish is now being introduced at primary rather than secondary

level necessitating considerable new investment in textbooks andteacher training.


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Definitions

In his paper (Second language teacher education), Donald Freemanstates that second language (L2) teacher education describes thefield of professional activity through which individuals learn toteach L2. In terms commonly used in the field, these formal

activities are generally referred to as teacher training , while thosethat are undertaken by experienced teachers primarily on avoluntary, individual basis, are referred to as teacher development .At this point, we should understand that the term teacher education refers to the sum of experiences and activities through which

individuals learn to be language teachers. Those learning to teach -whether they are new to the profession or experienced, whether inpre- or in-service contexts - are referred to as teacher-learners(Kennedy, 1991).


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Definitions

In fact, both training and development depend oninformation which is external to teacher-learners,which they then incorporate through internalprocesses into their own thinking and practice. Thedistinction is rather one of emphasis and balance. Intraining, the information usually originates fromsources external to the teacher-learners (e.g. lectures,presentations, readings, demonstrations). In

development, the information is often externalised,from the teacher-learners' experiences throughcollaborative work, reflective processes and so on.


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Background

In the Case of Hong Kong, where we can have a look atthe teaching situation in the same region of Asia, Ping-Man Wong and Chi-Sum Wong (2003) say before the1980s, Hong Kong tended to focus its educationpolicies on quantitative rather than qualitative matters(Sweeting, 1995).

Since the beginning of the 1990s, nearly a decade after an overall review of Hong Kongs education system,

there have been gradual changes in the rationale andpractice of teacher education and development (Cooke,2000). Such changes resulted from Hong Kongs gradual focus on quality education in response to itschanging socioeconomic and socio-politicaldevelopments.


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Background (contd)

The results of this study suggest that teacherssignicantly improved their knowledge, developedprofessionalism and they also held more positiveattitudes both before and after attending theprogramme. Moreover, all teachers could transfer their learning into their management tasks. The resultsreafrm that supportive measures such as; linkagebetween training and promotion, rewards in terms of course credits and the granting of paid leave to

participants are helpful in encouraging attendance.Furthermore, better coordination and communicationbetween teachers and school authorities, particularlyover staff development policies on the nomination of

teachers to training programmes, are also essential.


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Progress of ELT and

teacher training in Vietnam Before 1980 , English was taught via textbooks written by

Vietnamese teachers in the North.

In 1980s a new series of textbooks for seven year curriculumEnglish for Grades 6-12 was written by the authors from theSouth of Vietnam.

In 1987-1990s : Teachers were trained under UNESCO fund from

Australia and the UK came back for ELT development with BritishEnglish and Australian English.

In 1991 , British Council workshops on ELT training ran in 3regions.


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Progress of ELT and

teacher training in Vietnam From 1992-1994 , American ELI supported for ELT workshops

with handbooks on communicative methodology and Americanculture.

From 1994-1996 : Aus AID programs for higher education inAustralia were funded.

Since 1996 , BC workshops were held for EL teachers in 3

regions for Vietnam. BAVE MOET project came in pilotedschools under the support of the Citicorp Foundation, this projectlater known as BAVE (The Business Alliance for VietnameseEducation).

From 1997-2000 : BC workshops ran for ELT teachers around

Vietnam.


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Progress of ELT and

teacher training in Vietnam In 1998 , The UK in Vietnam program boosted up the

ELT development in secondary schools and in other fields forfurthering cooperation.

From 2000-2005 : The ELTTP (English Language Teachers Training Project from the UK) came into being for lower

secondary school teachers in some selected areas . From 2001-2008 : VTTN (Vietnams English Teacher and

Trainer Network) for upper secondary school was set up.


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Discussion

Changes in textbooks

Changes in society

Changes in ELT methodology

Changes in teacher training


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Conclusion

If the in-service training is done well, it cancontribute a lot to the quality of teaching and

learning now, and it can enhance bothteachers professionalism and students variedlearning in terms of selected approaches usedin education.

Documents

Tran Thanh Nha