1. MINISTRY of EDUCATION and TRAINING 5 th National VTTN ELT Conference Challenges and Changes in English Language Teaching by Thanh Nha Hanoi, 16-17 January 2009

2. Presented by Tran Thi Thanh Nha Le Quy Don School, Nha Trang, Khanh Hoa Cell: 0905 161 235 E-mail: thanhnha19a@gmail.com Teacher of English IN-SERVICE TRAINING – A REGULAR NEED FOR TEACHERS IN TESOL

3. Introduction Definitions Background Progress of ELT and teacher training in Vietnam Discussion Conclusion 1 2 3 4 5 6 Menu

4. Introduction Richards (2002) says that today English is so widely taught worldwide that the purposes for which it is learned are sometimes taken for granted. 30 years ago the assumption was that teaching English was a politically neutral activity and acquiring it would bring untold blessings to those who succeeded in learning it. This picture has changed somewhat today. Now that English is the language of globalization, international communication, commerce and trade, the media and pop culture, different motivations for learning it come into play. Under this current situation, second and foreign language teaching is a field that is constantly in a state of change. For example new curriculum frameworks currently being implemented in different parts of the world. In many countries English is now being introduced at primary rather than secondary level necessitating considerable new investment in textbooks and teacher training.

5. Definitions In his paper (Second language teacher education), Donald Freeman states that second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers primarily on a voluntary, individual basis, are referred to as teacher development. At this point, we should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher-learners (Kennedy, 1991).

6. Definitions In fact, both training and development depend on information which is external to teacher-learners, which they then incorporate through internal processes into their own thinking and practice. The distinction is rather one of emphasis and balance. In training, the information usually originates from sources external to the teacher-learners (e.g. lectures, presentations, readings, demonstrations). In development, the information is often externalised, from the teacher-learners' experiences through collaborative work, reflective processes and so on.

7. Background In the Case of Hong Kong, where we can have a look at the teaching situation in the same region of Asia, Ping- Man Wong and Chi-Sum Wong (2003) say before the 1980s, Hong Kong tended to focus its education policies on quantitative rather than qualitative matters (Sweeting, 1995). Since the beginning of the 1990s, nearly a decade after an overall review of Hong Kongs education system, there have been gradual changes in the rationale and practice of teacher education and development (Cooke, 2000). Such changes resulted from Hong Kongs gradual focus on quality education in response to its changing socioeconomic and socio-political developments.

8. Background (contd) The results of this study suggest that teachers signicantly improved their knowledge, developed professionalism and they also held more positive attitudes both before and after attending the programme. Moreover, all teachers could transfer their learning into their management tasks. The results reafrm that supportive measures such as; linkage between training and promotion, rewards in terms of course credits and the granting of paid leave to participants are helpful in encouraging attendance. Furthermore, better coordination and communication between teachers and school authorities, particularly over staff development policies on the nomination of teachers to training programmes, are also essential.

9. Progress of ELT and teacher training in Vietnam Before 1980, English was taught via textbooks written by Vietnamese teachers in the North. In 1980s a new series of textbooks for seven year curriculum English for Grades 6-12 was written by the authors from the South of Vietnam. In 1987-1990s: Teachers were trained under UNESCO fund from Australia and the UK came back for ELT development with British English and Australian English. In 1991, British Council workshops on ELT training ran in 3 regions.

10. Progress of ELT and teacher training in Vietnam From 1992-1994, American ELI supported for ELT workshops with handbooks on communicative methodology and American culture. From 1994-1996: Aus AID programs for higher education in Australia were funded. Since 1996, BC workshops were held for EL teachers in 3 regions for Vietnam. BAVE – MOET project came in piloted schools under the support of the Citicorp Foundation, this project later known as BAVE (The Business Alliance for Vietnamese Education). From 1997-2000: BC workshops ran for ELT teachers around Vietnam.

11. Progress of ELT and teacher training in Vietnam In 1998, The UK in Vietnam program boosted up the ELT development in secondary schools and in other fields for furthering cooperation. From 2000-2005: The ELTTP (English Language Teachers Training Project from the UK) came into being for lower secondary school teachers in some selected areas. From 2001-2008: VTTN (Vietnams English Teacher and Trainer Network) for upper secondary school was set up.

12. Discussion Changes in textbooks Changes in society Changes in ELT methodology Changes in teacher training

13. Conclusion If the in-service training is done well, it can contribute a lot to the quality of teaching and learning now, and it can enhance both teachers professionalism and students varied learning in terms of selected approaches used in education.