- Title
- Teaching English to Linguistically and Culturally Diverse Students: Multicultural Pedagogy in Practice
- Creator
- Tra Do, Thi Thanh; Nguyen, Thi My Linh
- Relation
- Handbook of Multilingual TESOL in Practice
- Publisher Link
- http://dx.doi.org/10.1007/978-981-19-9350-3_11
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2023
- Description
- Multilingualism has become a focus of language-in-policy worldwide in this era of globalization and internationalization.Multilingualism is of critical significance in a multilingual society such as Vietnam, where the language education policy supports both the mother tongue and indigenous languages while promoting a feverish demand for English as a foreign language. However, there are concerns regarding language-in-policy implementation in various contexts in Vietnam. This chapter addresses how Vietnamese primary English teachers (PETs) have shaped their teaching practice to teach ethnic minority students in rural and remote areas under the promulgation of Decision 1400/QÐ-TTg (Government of Vietnam in Ðêán “Dạy vàhọc ngoạ i ng˜u, trong hê. thông giáo duc quôc dân giai d-oạn 2008– 2020” [Project for Teaching and Learning Foreign Language in the National Education System for the 2008–2020 Period] (1400/QÐ-TTg). Government of Vietnam, Government of Vietnam. (2008)), which mandated English teaching into the primary curriculum. The study was designed within a theoretical framework based on the Vietnamese English Teacher Competency Framework (ETCF) and (Shulman in Harvard Educ Rev 57(1):1–23) framework of teacher knowledge. The data were collected from semi-structured interviews with eight primary English teachers teaching in rural and remote areas in Vietnam. The findings suggested that Vietnamese PETs, who were not prepared to teach in the primary sector, were struggling with teaching English to young students coming from diverse backgrounds. This study could extend discussions and research around school-based pedagogy in practice within various multicultural contexts. The study also recommends that policymakers and educational authorities support PETs teaching in rural and remote areas and improve multilingual education through enhanced professional development activities.
- Subject
- multilingualism; language education policy; culturally diverse students; pedagogy; SDG 17; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1503406
- Identifier
- uon:55317
- Identifier
- ISBN:9789811993497
- Language
- eng
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