Speakers
Description
Recent educational reforms and increasing orientations towards EMI and internationally-oriented English education have intensified discussions surrounding Vietnam’s emerging EFL-to-ESL transition. Within this context, teacher’s books accompanying official textbooks function not merely as instructional materials, but as policy-mediated pedagogical artefacts that construct particular expectations of English teachers’ classroom roles, practices, and identities. This study compares an older Grade 10 English teacher’s book and the newer Global Success 10 teacher’s book to examine how teacher roles and identity positioning are discursively constructed across textbook generations.
Drawing on discourse analysis and positioning theory, the study focuses on Unit 1 of both teacher’s books as representative entry points that establish pedagogical routines, lesson procedures, and classroom interaction patterns for the rest of the series. Particular attention is paid to instructional discourse, including action verbs and pedagogical directives such as "ask students to", "call on students", and "draw students’ attention to", to analyse how teacher actions, authority, agency, and classroom responsibilities are constructed through the text.
Preliminary findings suggest a shift from stronger emphases on explanation, procedural control, and knowledge transmission in the older textbook towards greater emphases on task organisation, communicative interaction, and facilitation in Global Success 10. However, strong forms of teacher authority and classroom management remain evident across both textbooks. The study contributes to ongoing discussions surrounding language teacher identity, educational reform, and changing expectations of English teachers within Vietnam’s EFL-to-ESL transition discourse.
Biography
BUI Viet Vuong is an English language educator based in Hanoi, Vietnam. He holds an MEd in TESOL from the University of Glasgow and has experience teaching and coordinating English programmes across university, language centre, and international school contexts. His professional interests include language teacher identity, discourse analysis, English language teaching reform, and AI in language education. He has presented at VietTESOL and has been involved in curriculum development, teacher training, classroom observation, and assessment design. His current research explores how teacher identity and pedagogical expectations are discursively constructed through educational materials within Vietnam’s emerging EFL-to-ESL transition. In addition to academic work, he is also interested in teacher development and innovative approaches to IELTS instruction. His work is particularly concerned with the relationship between educational policy, classroom practice, and the changing roles of English teachers in contemporary Vietnamese contexts.
BUI Thi Ha Tu is a graduate of VNU University of Languages and International Studies, Vietnam National University, Hanoi. She holds a Master of Science in Teaching English as a Foreign Language through the VNU ULIS – Southern New Hampshire University Joint Training Master Program in TEFL. She teaches TOEIC- and IELTS-oriented English for high school and university students. Her research interests include technology-assisted language learning and critical discourse analysis.
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