Speaker
Description
Recent educational reforms in Vietnam have placed increasing emphasis on the use of English in primary education, creating new demands on teachers' ability to communicate effectively in English during classroom instruction. While English language proficiency has received considerable attention in teacher education, less is known about the specific Classroom English competencies that pre-service primary teachers need to support classroom management, instructional delivery, and teacher–student interaction. This study aims to provide empirical evidence to inform the development of Classroom English competence among pre-service primary teachers in Vietnam. Drawing on Hutchinson and Waters’ (1987) Needs Analysis framework, the study examines three dimensions of Classroom English needs: perceived importance (necessities), self-reported difficulties (lacks), and training expectations (wants). A quantitative survey was conducted with 250 pre-service primary teachers from five teacher education universities in Northern Vietnam. The questionnaire focused on three domains of Classroom English: classroom management language, instructional language, and interactional language used for questioning, eliciting responses, and providing feedback. The findings indicate that participants recognized Classroom English as a crucial component of their future professional practice. However, they reported notable difficulties in using English for spontaneous classroom interaction and managing communicative situations in the classroom. The results also reveal a strong demand for systematic, practice-oriented training that integrates language development with pedagogical application. The study highlights the need to move beyond general English proficiency and place greater emphasis on Classroom English competence in pre-service teacher education. The findings offer implications for curriculum design and teacher preparation programs seeking to equip future primary teachers with the linguistic resources required for effective English-mediated classroom communication.
Keywords: Classroom English competence; teacher language competence; English for teaching; needs analysis; pre-service primary teachers; Vietnam
Biography
TRAN, Thu Thuy is a lecturer of English at the English Department, Hung Vuong University, Phu Tho, Vietnam. She obtained her Master’s degree in English Language Teaching Methodology from the University of Languages and International Studies (ULIS), Vietnam National University. Her research interests include English Language Teaching Methodology and Professional Development.
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