scholarly journals EXPLORING THE COMPATIBILITY BETWEEN ENGLISH LANGUAGE TEACHER COMPETENCY FRAMEWORK AND ENGLISH LANGUAGE TEACHER EDUCATION CURRICULUM OF THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Phung Thi Kim Dung
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Competency Framework ◽  
Education Quality ◽  
International Studies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Competency ◽  
National University ◽  
The University

Quality assurance is always a key issue in any education system. Among many approaches to enhance national education quality, the practice of designing and implementing competency frameworks for quality language teaching has been adopted in countries across the world. The recent passage of the English Teacher Competency Framework (ETCF) in Vietnam in 2012 reflects the government’s efforts in defining, promoting, and maintaining education quality. This thereby urges language teacher training programs in the country to meet the national teacher standards. But how can the outcomes of a program be formed and mapped to the national system of teacher standards? Is English Language Teacher Education Program (ELTE) introduced in 2012 at the University of Languages and International Studies – Vietnam National University, Hanoi (ULIS – VNU) aligned with the standards in the national ETCF published in December, 2012 by the Ministry of Education and Training? To answer this important question, a study has been conducted to investigate the level of alignment between the ELTE curriculum and the ETCF. By means of document analysis in which course syllabi are examined side by side with the competencies of the framework, the researcher has reached firm conclusions that there are still mismatches and gaps between the curriculum and the ETCF. Several competencies in the ETCF have not been properly addressed in the curriculum while some courses deal with competencies that are not exactly meant in the ETCF. The author then has proposed suggestions for curriculum designers to bring the courses and ETCF standards together to ensure full compatibility between them.

scholarly journals FROM AN EXPERIMENTAL PROJECT - DISCOVERY - FOR STUDENTS OF THE FAST-TRACK PROGRAM AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION: APPLYING FUTURISTIC APPROACH TO EDUCATION

2018 ◽  
Vol 34 (6) ◽  
Author(s):  
Nguyen Thu Le Hang
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Fast Track ◽  
First Year ◽  
International Studies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
First Year Students ◽  
National University ◽  
Experimental Project

This article reports on an experimental project for first year students of the Fast-track program, Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Hanoi. This project is designed and implemented based on the conceptual framework of the 21st century learning model, with Futurism as underlying approach. The article shares the initial findings at the Pre-project stage, regarding learners’ interest and expected investment, required generic skills and competences, as well as expected learning outcomes.

scholarly journals IMPROVING TEACHING PRACTICUM: SUGGESTIONS FROM THE ANALYSIS OF FOREIGN LANGUAGE TEACHER EDUCATION CURRICULA

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Ha Le Kim Anh
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Education Program ◽  
Real Life ◽  
International Studies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teaching Practicum ◽  
Pedagogical Competence ◽  
National University

Teaching practicum is an important component of a foreign language teacher education program, which helps future teachers to learn and develop pedagogical competence in a real-life context. Within the scope of this article, we focus on analyzing the foreign language teacher education curricula of 9 universities in Vietnam, and offer our recommendations for improving foreign language teacher education in general and English teaching practicum in particular at the University of Languages and International Studies, Vietnam National University, Hanoi.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

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