Speaker
Description
Grammar teaching in many English classes of Vietnamese primary schools is customarily form focused․ Much of the time is spent on rules explanation‚ translation‚ and controlled practice․ There is too little time spent on communicative and spontaneous language production․ Since English is no longer viewed mainly as a school subject‚ but as a lingua franca‚ it is necessary to incorporate the communicative use of grammar into the pedagogical practices of the classroom․
This interactive workshop will introduce communicative grammar tasks suitable for teaching grammar to Vietnamese primary school students․ Based on CLT and meaning-focused instruction‚ these tasks model ways to develop and present grammar via pair work‚ movement‚ information gap‚ story-telling‚ and collaborative task-based activities․ The goal instead is to draw attention to and use the target structure in meaningful communication situations rather than translate into Vietnamese․
The workshop consists of trying out the chosen activities as learners‚ understanding the theory behind them‚ and brainstorming how they might be adapted for different classes and learners․ It also covers potential problems teaching English for primary‚ such as mixed ability‚ lack of learner confidence‚ and promoting the use of English during interaction․
By the end of the session‚ teachers will have some ideas about how to offer communicative grammar instruction and rich English learning environments in Vietnamese primary classrooms․
Biography
Quynh Nguyen has an MA in TESOL and has 15 years of experience teaching English‚ five of which have been spent teaching primary school students․ Her academic interests include Communicative Language Teaching (CLT)‚ teaching young learners‚ and practical methods for teaching grammar in Vietnamese primary English language classrooms․
In her teaching‚ Quynh provides communicative and interactive contexts for children to learn English‚ as opposed to the typical approach of producing English through translation and memorization․ She has investigated how teachers can provide young learners with the confidence to produce spontaneous language through games‚ collaborative activities‚ storytelling‚ and activity-based approaches to teaching․
Quynh is particularly interested in grammar as a tool for communication; supporting teachers to create learner-centered‚ English-speaking classrooms; and developing practical‚ sustainable‚ and context-relevant approaches to communicative English language teaching in Vietnam․ She achieves this through reflective teaching and classroom-based experimentation․
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