Speaker
Description
This study investigates perceptions of pre-service teachers from a university in Central Vietnam about Global Englishes in the context of high school English teaching. As English increasingly serves as a global means of communication, the research examines how prospective educators respond to the tension between conventional native-speaker standards and more inclusive, communication-oriented approaches advocated by Global Englishes. Data were collected from fourth-year students through 90 questionnaires and semi-structured interviews with 5 participants. The findings reveal that while the concept of Global Englishes has been introduced during their teacher education, the extent of exposure remains limited and often surface-level. While many participants still value native-speaker norms, there is a growing openness to Global Englishes core values such as intelligibility, identity, and intercultural communication. Some pre-service teachers reported challenging native-speaker norms during their practicum by accepting students’ Vietnamese accents, prioritising communication effectiveness over native-like pronunciation, and incorporating authentic materials. Nonetheless, several challenges to Global Englishes implementation were identified, including test-driven curricula, limited access to Global Englishes-informed materials, and inadequate teacher preparation. These findings highlight the need to better prepare future educators with more comprehensive knowledge and pedagogical strategies for inclusive, globally relevant English instruction.
Biography
Le Hoanh Lam Chi recently graduated with a major in English Language Teaching from the Faculty of English, University of Foreign Languages and International Studies, Hue University. During her undergraduate studies, she gained practical experience in both teaching and academic research. She has worked as an English teacher for students at various educational levels, providing both online and offline instruction for Vietnamese and international learners through different educational projects.
Her academic interests include English language teaching, the use of English in global contexts, and the integration of educational technology in language learning. More specifically, she has focused on the use of digital tools in English language education and the application of Global Englishes in language pedagogy. She has carried out research on university students’ engagement with AI-based writing tools such as QuillBot, as well as pre-service teachers’ perceptions of Global Englishes in Vietnamese high school classrooms.
With a passion for inclusive, student-centered teaching, she aims to contribute to the development of innovative and culturally responsive practices in English language instruction. She is committed to bridging traditional teaching approaches with emerging technologies and the evolving demands of global communication in EFL contexts.
