Mediation of Institutional English Language Policies on Vietnamese University Teachers' Classroom Practices

Autor/inn/en	Tran, Duyen T.; Kettle, Margaret; May, Lyn; Klenowski, Valentina
Titel	Mediation of Institutional English Language Policies on Vietnamese University Teachers' Classroom Practices
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 5-6, S.791-799 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-016-0311-4
Schlagwörter	College Faculty; Classroom Techniques; Qualitative Research; Public Colleges; Private Colleges; Foreign Countries; Work Environment; Differences; Institutional Characteristics; English (Second Language); Second Language Learning; Public Sector; Private Sector; Compensation (Remuneration); Observation; Interviews; Vietnam + Suchen Sie Ihr Suchwort? Fakultät; Klassenführung; Qualitative Forschung; Privathochschule; Ausland; Arbeitsmilieu; Unterscheiden; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Öffentlicher Sektor; Privater Sektor; Abfindung; Kompensation; Lohnausgleich; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article derives from a qualitative study that employed a sociocultural perspective to investigate the mediation of institutional policies on teachers' classroom practices of assessment for learning in one public and one private university in Vietnam. Data included observations of classrooms, interviews with teachers, executive officers and students, and documents such as institutional policies, curriculum, and tests. Findings included the impact of institutional language policies on language assessment practices, forms of institutional interactions, workplace conditions and compensation, and English language programme design. The study highlights how the Vietnamese national Project 2020 language policies are mediated by higher education institutions to manifest in particular ways in the micro-level classroom practices of teachers. Of interest is English language education and its provision in the established public sector as well as the non-public sector that is a growing feature of marketised higher education in Vietnam. The institutional differences and similarities are identified to illustrate the need for new working conditions and practices to assist policy makers and teachers as they seek to fulfil the English language priorities of the country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01