Speaker
Description
In many Vietnamese classrooms, English is still predominantly taught as a foreign language, with a strong emphasis on grammatical accuracy and examination performance, despite its increasing role in digital communication and everyday interaction. This shift suggests that English is gradually functioning as a second language, requiring a reconsideration of current English language teaching practices. Grounded in sociolinguistic perspectives on language and identity and communicative language teaching, this study examines how classroom practices can support the repositioning of English from EFL to ESL in the Vietnamese context. Drawing on classroom-based observations and examples of learner interaction, it demonstrates how students use English to express identity, negotiate meaning, and participate in authentic communication beyond controlled activities. The session proposes practical pedagogical strategies, including communicative and discussion-based tasks, to foster learner agency and meaningful language use. Participants will gain insights into how to design classroom activities that align with real-world communication and support students in using English as a resource for self-expression. By connecting theory with practice, this study contributes to ongoing discussions on curriculum innovation and the transition from EFL to ESL in Vietnam.
Biography
Nguyen Duy Toi is an English language teacher and educator based in Vietnam and currently an MA student in linguistics. He has a strong interest in language pedagogy and learner identity, with a particular focus on how English can be repositioned from a foreign language to a meaningful tool for communication in the classroom. He has experience designing and delivering lessons that promote learner interaction, engagement, and self-expression, with particular attention to communicative and student-centered approaches. His recent work explores how learners use English to construct identity and participate in authentic communication, particularly in the context of Vietnam’s ongoing transition from EFL to ESL. In addition to classroom teaching, he is actively involved in developing educational content that connects academic insights with practical teaching strategies. He is also interested in supporting teachers in adapting their classroom practices to better reflect real-world language use. Through his work, he aims to contribute to more meaningful, context-responsive, and learner-centered English language education in Vietnam.
| Affiliate type | University |
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