Speaker
Description
Given Vietnam's ongoing efforts to elevate English from a foreign language to a second language with wider educational and social applications, English teachers are expected to embrace more extensive professional duties. Current dialogue surrounding ESL-oriented reform tends to focus primarily on student learning outcomes, curriculum innovation, and national language policy, while teachers’ own social-emotional capacities and well-being receive less attention. This conceptual poster presents an adapted theoretical framework arguing that teacher social and emotional learning (SEL) and well-being constitute necessary conditions for sustainable ESL transition in Vietnam’s English education.
Based on the literature concerning teacher well-being, teacher SEL, teacher agency, and the Job Demands–Resources model, the framework proposed in this poster conceives of ESL transition as both a developmental pathway and a set of significantly increased professional requirements. Furthermore, SEL abilities of teachers, particularly self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL,2020) can function as personal and interpersonal assets that foster resilience, professional agency, and positive classroom connections. To address the reform demands and support teacher well-being, this poster proposes key resources at the institutional level including peer support, autonomy, leadership, and access to quality professional development.
The poster also provides context-sensitive conceptual model for further theoretical and empirical discussion around teacher SEL and well-being as a support system for Vietnam’s efforts to sustain meaningful English education reform. It concludes with a discussion of implications for teacher education and professional learning as well as directions for empirical exploration of English teacher well-being.
Biography
Dr./ Ms. Le Thi Hong Duyen is a lecturer of English at the Faculty of English Language and Culture, University of Languages and International Studies, Vietnam National University (ULIS, VNU). She’s a Humphrey alumna at Penn State University, USA 2022-2023. Besides, as one of the ambassadors of VNU-VIBE community (Vietnam Ireland Bilateral Education Exchange), she also actively joins in innovation training activities for educators and students within and outside ULIS, VNU. She is a core member of Social-Emotional Learning SIG at VietTESOL Association. Her research interests include SEL, teacher well-being, teacher training, teacher PD, ESP teaching, innovation in education, global citizen education, service learning and community-based education.
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