'How Come They Struggle with Such Simple Work?': Parents' Perceptions of Language Teacher Identity and Teaching Practice

Autor/inn/en	Nguyen, Chinh Duc; Trent, John; Nguyen, Thao Phuong
Titel	'How Come They Struggle with Such Simple Work?': Parents' Perceptions of Language Teacher Identity and Teaching Practice
Quelle	In: Cambridge Journal of Education, 53 (2023) 3, S.275-292 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Chinh Duc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2094894
Schlagwörter	Parent Attitudes; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Educational Policy; Vietnamese People; Foreign Countries; Elementary School Teachers; Parent Teacher Cooperation; Professional Identity; Self Concept; Teacher Characteristics; Language Proficiency; Native Speakers; Teaching Methods; Discourse Analysis + Suchen Sie Ihr Suchwort? Elternverhalten; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse
Abstract	This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers' identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and teaching in these schools. The results suggest that two discourses underpin a hierarchical relationship between different primary school English language teachers, which, in turn, establishes and perpetuates a deficit view of those identified as 'Vietnamese teachers' of English. It is argued that calls for greater community involvement in language education policy must be accompanied by opportunities for all stakeholders to discover and critically examine the discourses that underpin their positioning of language teaching and teachers. Implications for designing and implementing language education policy to achieve such problematisation in practice are discussed and suggestions for future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01