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...
This qualitative study investigates how CLIL teachers in Vietnam perceive and practice translanguaging, with particular attention to their understanding of students and the implications for the Foreign Language Teacher Competency Framework (ETCF). Drawing on in-depth interviews with 42 CLIL teachers from various education contexts in Vietnam, the study applies Flavell’s framework of...
Research shows that translanguaging can be a pedagogical tool to foster foreign/second language (L2) acquisition. However, most of these studies often focus on the values of translanguaging in such general classroom functions as explaining abstract concepts, managing the classroom or building teacher-and-students rapport, but not in generating L2 learning affordances. The present study filled...
In Vietnam, English language teachers, especially those serving ethnic minority students, often face unique challenges: Limited confidence in their own English proficiency, pressure to meet national language benchmarks, and expectation to teach through English-only methods. Yet in linguistically diverse classrooms, these approaches can marginalize both teachers and learners. This session...
