VietTESOL International Convention 2025

Since 2022, British Council Viet Nam has collaborated with UK and Vietnamese ELT institutions and teachers from DOETs across Viet Nam piloting an innovative form of professional Communities of Practice, Teacher Activity Groups (TAGs). This initiative is based on previous research (Borg, Lightfoot, Gholkar 2020) into the impact of TAGs around the globe as an effective model for teacher CPD. It aligns with the National Foreign Language Project’s (NFLP) goal of supporting foreign language teacher practice and innovation, with teachers being encouraged to connect with professional networks, particularly through Communities of Practice. In this symposium, we will showcase the research, practice and impact of this initiative and introduce the models currently being implemented by three UK/VN partnerships in collaboration with teachers and teacher educators across seven DOETs. The first presentation [ID#1405] details the use of TAGs to reach and impact teachers in remote areas via online delivery modes, outlining the challenges inherent in that approach. The second presentation [ID#1382] reflects on the importance of identifying and developing the capacity and confidence of core teachers, supporting them in their transition to effective teacher facilitators. In the final presentation [ID#1391] we explore how experiential learning through local museum-based experiential activities can contribute to the professional development of participating TAG teachers while also enriching students’ language skills. Through presentations and discussion among the three project research teams, we shall explore both the impact and challenges of how TAGs could be scaled up in Viet Nam through sustainable collaboration between key ELT stakeholders.

Teacher Activity Groups: A Sustainable Model for English Teacher Professional Development in Local Vietnamese Contexts #1405
Author: ThiHongNhat Nguyen
Co-author: Charlotte Thompson
This study reports findings from an ongoing Teacher Activity Groups (TAGs) project, a transformative local professional development model designed to support Vietnamese core teachers to become confident peer leaders. This British Council-funded project was collaboratively implemented by International House London, UK, and Hanoi Pedagogical University, Vietnam. Sixty core teachers from Nghe An and Yen Bai provinces completed pre-training competency surveys and participated in five-day online orientation training to begin their journey to become TAG leaders. Over one year, these teacher leaders facilitated local TAG sessions addressing real classroom issues and supporting colleagues' daily teaching practices. TAG leaders received ongoing feedback and material development support from university trainers throughout implementation. Data analysis employed Schön's (1987) reflective practice theory and Wenger's (1998) communities of practice framework, examining pre- and post-training survey data from sixty teachers and twenty reflective narratives. Initial findings indicate that teacher leaders reported feeling better-prepared for facilitator roles and successfully addressed local teaching needs through TAG implementation. They demonstrated enhanced professional knowledge, positive attitudes, and expanded professional networks. However, connecting teacher groups across different schools remained challenging. Implementation barriers included time constraints from heavy workloads, varying readiness for leadership roles, and technical infrastructure limitations. Despite these challenges, the TAG model successfully established sustainable, locally-responsive professional development. We conclude by discussing these implementation barriers and suggesting institutional support strategies for achieving scalable impact in similar contexts.

From Teacher to Teacher Facilitator: Reflections and Possible Ways Forward #1382
Authors: Mai Nguyen, Quynh-Nhu Phan, Thi Thanh Huyen Phan
This paper reports on a cross-country collaboration between teacher educators from the UK and Vietnam in supporting 135 English language teachers in Huế and Bến Tre to work in teacher activity groups (TAGs). Grounded in the core reflection approach to teacher learning (Korthagen & Nuijten, 2022) and British Council’s Continuous Professional Development (CPD) framework, the project aims to build teachers’ capacity as TAG facilitators through a set of eight competencies and encouraging teachers to reflect on their professional and personal strengths. Our central question is: To what extent does participation in TAG facilitator sessions influence teacher identity development, particularly in the transition from teacher to teacher facilitator?
Drawing on qualitative survey responses and written reflections, the findings reveal that teacher identity development in the transition to TAG facilitator involves a dynamic process. It begins with coming to terms with the new role of leading professional meetings, overcoming the initial lack of confidence in their facilitation abilities. The second stage involves reorienting oneself to the emerging TAG facilitator role, as they evaluate their development needs and begin incorporating the facilitator role into their professional journey. The third stage is competency development, where they work together to develop their facilitation skills, building on their existing pedagogical knowledge and skills. Challenges were also encountered regarding varied levels of teacher participation and engagement in TAG facilitator sessions, and differences in teachers’ awareness of and readiness for the facilitator role. We conclude by discussing these challenges and suggesting possible ways forward.

Fostering Teacher Professional Development and Student Language Growth through Museum-Based Experiential Activities #1391
Authors: Huyen Ngo, Chuyen Nguyen
This presentation shares findings on how experiential learning in a local cultural museum can contribute to the professional development of participating teachers while enriching students’ language skills. The study focuses on a museum-based project involving 40 lower secondary students (aged 13–14) and two accompanying teachers, situated within the British Council-funded collaborative Teacher Activity Group (TAG) project Teaching English Multilingually through Art. The teachers and students participated in a learning excursion to the Museum of Cultures of Vietnam’s Ethnic Groups, where students engaged in three activities: (1) listening to guided tours delivered in English, (2) participating in a traditional beeswax painting workshop, and (3) engaging in an ethnic-themed game conducted in English. Data were collected through observations and semi-structured interviews, and thematic analysis revealed how these context-rich, hands-on activities enhanced students’ English language skills and engagement. For the teachers, active participation in the excursion provided valuable opportunities to observe innovative arts-based pedagogy, reflect on integrating local culture into language teaching, and collaborate with peers. This study highlights how teacher involvement as participants in experiential learning projects can foster reflective practice and contribute meaningfully to ongoing professional development, aligned with broader TAG objectives of teacher collaboration and pedagogical innovation. The museum-based component also illustrates how community-embedded initiatives can extend beyond the classroom to co-construct learning opportunities that are both pedagogically sound and locally relevant.