1. Professional Learning Community Among English Teachers at University Level: A Case Study Hoang Thi Huyen Ngoc UQ/ HULIS

2. PLC is......a group of professionals “sharing and critically interrogating their practice in an on- going, reflective, collaborative, inclusive, learning-oriented, growth-promoting way” (Stoll et al. 2006, p.223)

3. 5 Elements of PLC Shared norms and values Collective responsibilities for learning Reflective professional inquiry Deprivatization of practice Collaboration (DuFour 2004; DET 2007; Louis et al. 1996; Stoll et al. 2006)

4. Why PLC? “there is no best method” (Prabhu 1990) inevitably imperfect teacher preparation programs  Teachers’ constant learning: essential BUT Vietnamese teachers: various hindrances (institutional, family, affective constraints, lack of resources, etc) (Baurain 2010, Pham 2008)

5. Why PLC? PLC potential to tackle these barriers through collaboration, inquiry, sharing and peer evaluation, reflection

6. Why PLC? authentic learning environment collegial technical & emotional support genuine experimental & reflective learning constructive comments & evaluations + showcasing teaching successes redistributed responsibilities for learning => Improved motivation, job satisfaction, commitment & efficacy

7. Participants 2 full-time English teachers in a major foreign languages university in Hanoi, Vietnam Na: 1 year’s experience, no previous experience in teaching at tertiary level Ha: 12 years’ experience, a division head, leader of a divisional PLC In-depth interview

8. Findings: Shared norms and values NA General agreements Some conflicts between division head & other teachers HA Teachers too reserved and lack time to explicitly share viewpoints

9. Findings: Collective responsibilities for learning NA Relatively clearly manifested, esp among novice teachers HA Not very evident Aging & reduced concerns uncomfortable at being forced to do further formal study

10. Findings: Reflective professional inquiry NA Similar among 2 divisions Informal Unsystematic & spontaneous No pre-determined goals set HA

11. Findings: Deprivatization of practice NA rather strong sense of deprivatization initiated by 2 teachers mentoring scheme + video-taping HA significant changes: from reluctance => fortnightly division seminars pioneered by division head => active involment BUT, time constraints

12. Findings: Collaboration NA more evident within skill groups + among new teachers Mentoring Mostly in forms of consultancy, esp between new & old teachers HA more evident within skill groups Informal mentoring

13. Perceived reasons Work overload Multiple responsibilities, esp by female teachers Lack of organizational support Affective factors – perhaps originating from Asian cultural reservation

14. Conclusion PLC potential but NOT yet effective Change in the treatment policies & institutional culture needed More understanding & exemplary PLC leader More thorough & authentic mentoring with devoted experienced mentors

16. THANK YOU!!!