Speaker
Description
This study examines the development of intercultural competence among non-English majors in a pre-master course. It moves beyond traditional methods like lectures by introducing a cultural portfolio as an innovative assessment tool. While cultural portfolios have been used in various contexts, they are relatively new in Vietnam. Over six weeks in late 2024, the portfolio engaged students in learning, critical thinking, and reflection on English-speaking cultures and their own. Six students from diverse fields (Japanese, French, and Chinese studies), all planning to enroll in a TESOL master’s program, participated. This experience allowed them to reflect on English-speaking cultures, Vietnamese culture, and their academic bases. Findings showed all participants engaged through active learning, peer teaching, and discussions, shifting their views on cultural aspects of English-speaking countries. Despite initial misunderstandings about the project, collaborative efforts between teacher and students resolved these issues. The portfolio enhanced students’ confidence and engagement while strengthening their intercultural competence. This approach positively influenced teaching practices, promoting dynamic and reflective instruction. The study emphasizes cultural portfolios' potential to cultivate critical reflection, foster meaningful intercultural learning, and enrich experiences for both students and teachers in intercultural education.
Keywords:Cultural portfolio, TESOL career changer, intercultural competence, engagement
Biography
Minh is an English lecturer at Hanoi University, Vietnam. She holds a Master's degree in TESOL (Teaching English to Speakers of Other Languages) from Victoria University in Melbourne, Australia. With a strong academic foundation and international training, she has been actively involved in English language education at the tertiary level.
Her primary research interests include Global Englishes, professional development for language educators, and the integration of artificial intelligence in English language teaching. Through her work, she aims to bridge theoretical perspectives with practical innovations in teaching, empowering both students and fellow educators in the digital age.
