Creating Spaces for Constructing Practice and Identity: Innovations of Teachers of English Language to Young Learners in Vietnam

Autor/in	Nguyen, Chinh Duc
Titel	Creating Spaces for Constructing Practice and Identity: Innovations of Teachers of English Language to Young Learners in Vietnam
Quelle	In: Research Papers in Education, 32 (2017) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Chinh Duc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2015.1129644
Schlagwörter	Self Concept; English (Second Language); Second Language Learning; Second Language Instruction; Vietnamese People; Language Teachers; Teacher Attitudes; Faculty Development; Elementary School Teachers; Elementary School Students; Educational Practices; Foreign Nationals; Foreign Countries; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Ausländer; Ausländerin; Ausland
Abstract	The discourse on construction of practice and identity in language teaching has been situated in transnational contexts. However, not all teachers are provided with access to transnational spaces for professional development. Drawing on the concept of "multimembership" in "multicommunities", this study explores how Vietnamese teachers of English language to young learners created spaces for developing practice and identity in their local contexts. Data were collected from narrative interviews conducted with four participants who were teaching English language in four different primary schools in Vietnam. Each participant, as the only English language teacher in each primary school, found that participation in the school community was inadequate for professional development. To develop their practice and identity, the participants, on their own initiative, crossed the school boundary to join other communities, including a separate group of primary English language teachers, English classes for adult learners, an imagined community between local and expatriate teachers and their own families. The findings of the study provide a window into language teachers' construction of practice and identity in Vietnam and other similar contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01