Speaker
Description
As Vietnam advances toward its 2026 roadmap for transforming English language education, the shift toward ESL instruction imposes profound professional and emotional demands on educators. Grounded in the Policy Enactment theory of Ball and the Teacher Agency framework of Biesta, this presentation explores the interplay between affective labour and pedagogical resistance within the Vietnamese educational context. It argues that teacher opposition to policy shifts is a form of strategic agency intended to preserve pedagogical integrity. The session examines how educators navigate the tension between administrative mandates for communicative approaches and the persistent pressure of standardized testing that characterizes the current landscape in Vietnam. Teachers frequently engage in tactical compliance, adopting the terminology of curricula such as task-based learning to meet institutional requirements while maintaining exam-preparation practices that align with student needs. Evidence from qualitative observations collected between 2025 and 2026 reveals generational differences: younger educators leverage digital professional communities for support, while experienced teachers utilize school-based networks to create professional safe havens. Participant outcomes include an enhanced understanding of the emotional cost of these policy shifts and practical strategies to transform resistance into critical feedback. The study concludes that sustainable reform in Vietnam must address the teacher’s affective ecosystem rather than focusing solely on technical implementation. Recommendations for policymakers include fostering environments that respect teacher autonomy and providing support that aligns policy objectives with classroom realities, ensuring professional practice remains sustainable within the evolving ESL framework of the nation.
Biography
Nguyễn Nhật Anh is a researcher and student at the Diplomatic Academy of Vietnam. With a deep focus on Language Policy and Cultural Diplomacy, she has dedicated her academic efforts to exploring the intersection of language pedagogy, linguistic identity, and policy reform within the Vietnamese context. Her recent work investigates the socio-political implications of the national transition from English as a Foreign Language to English as a Second Language. Committed to promoting transformative learning environments, she actively engages in collaborative academic projects, contributing to the development of inclusive curriculum frameworks. Drawing on her interdisciplinary background in English Language and International Studies, she aims to bridge the gap between global competitive demands and the preservation of local cultural values. Her ongoing research contributes to regional dialogues on the decolonization of language policy and teacher professional development.
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