EFL Reformed Curriculum in Vietnam: An Understanding of Teachers' Cognitions and Classroom Practices

Autor/inn/en	Tran, Nam Giang; Ha, Xuan Van; Tran, Ngoc Hai
Titel	EFL Reformed Curriculum in Vietnam: An Understanding of Teachers' Cognitions and Classroom Practices
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.166-182 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Nam Giang) ORCID (Ha, Xuan Van)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211043670
Schlagwörter	Foreign Countries; English (Second Language); Language Teachers; Educational Change; Curriculum Development; Educational Practices; Social Cognition; Secondary School Teachers; Textbooks; Teacher Behavior; Teacher Attitudes; Teacher Response; Vietnam + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Soziale Kognition; Textbook; Text book; Schulbuch; Lehrbuch; Teacher behaviour; Lehrerverhalten; Lehrerkommentar
Abstract	Second/foreign language (L2) education reforms have triggered increasing research investigating the effectiveness of and teachers' cognitions and practices concerning the reformed curricula. This study extends this line of enquiry by employing a sociological perspective, an undertaking that little prior research has demonstrated in L2 teacher cognition literature, to explore teachers' understanding, knowledge and beliefs about and their actual implementation of a reformed English language curriculum (i.e. task-supported language teaching) in Vietnam. The participants were six experienced English-as-a-foreign-language teachers at a secondary school. The data comprised in-depth semi-structured interviews, informal conversations, lesson plans and classroom observations. The findings showed that the teachers made use of their existing deep-rooted knowledge and beliefs about language teaching and learning to enact the reformed curriculum in their own ways, illustrating a focus-on-forms approach. The study drew on Bernstein's notion of pedagogic discourse to shed light on the teachers' rationales for their own ways of practice. Pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01