How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective (original) (raw)
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2021
In today’s world, globalization has brought nations, cultures, and people closer. English becomes the language for international trade, commerce, and communication and its teaching and learning become growing needs (Farzaneh, Konhandami, & Nejadannsari, 2014). Language does not exist in a vacuum but it is a part of society and culture. Therefore, teaching and learning a language also means learning about the culture of that language. The relationship between language and culture in English language classrooms has been the focus of many studies (Kramsch,1993; Byram,1989). Communication among people from different cultural backgrounds may cause misunderstanding in intercultural situations as people may base on their cultures for interpretations (Kramsch, 1993). Therefore, there is a hidden risk of false impression and conflict if one uses a language without the understanding of cultural background (Woflson, 1989). To avoid misinterpretation in international situations, learners of for...
The intercultural dimension in English language teaching: Vietnamese university English teachers' voices, 2021
In recent decades, there has been increasing interest in implementing the intercultural dimension (ID) in foreign language teaching to enhance students' intercultural communicative competence (ICC), the capability to interact across linguistic and cultural boundaries. This article reports on a study that examines the English language teaching (ELT) of two Vietnamese university English teachers (VUETs) to investigate if and how they implemented the ID in their teaching. Situating the study within a qualitative case study approach, we collected data from interviews, classroom observations, and documents. Findings of this study show that these two teachers have not yet fully implemented the ID in their lessons. More specifically, they could transmit intercultural knowledge to their students; however, they could not develop their students' intercultural attitudes, skills, or awareness. When providing cultural knowledge, they primarily relied on the prescribed textbooks' cultural content and their understanding. The article sheds light on influential factors for VUETs' ELT practices and offers implications for enhancing Vietnamese students' ICC.
Vietnamese English Teachers' Perceptions on Incorporating World Englishes Into Their Teaching
Language Education in Asia, 2015
Understanding English varieties other than native-speaker norms has been regarded as necessary for effective communication in contexts where English is used as a lingua franca. In Vietnam, however, English language teaching remains focused on Standard English, which is somewhat out of step with the role of English in communication in the region. This exploratory study aims to uncover Vietnamese English teachers' perceptions of World Englishes (WE) in their English teaching. An online questionnaire, five individual follow-up interviews, and one focus group interview were conducted. A broad range of perceptions of Vietnamese English teachers at the university / college level towards English varieties was found. Introducing these was noted as having various benefits and challenges for teaching and learning. Suggestions for incorporating WE into teacher training, teaching, and materials development were deduced from the study, as were participants' imagined plans and implications of these plans for English teaching in Vietnam. Understanding varieties of English, or World Englishes (WE), is considered a crucial task in language teaching and learning to prepare English users for effective and intelligible communication. In light of WE, English is argued to have become a denationalized language which is no longer tied to native speakers in terms of linguistic usage (Jenkins, 2006; Seidlhofer, 2004; Widdowson, 1994). Introducing these Englishes to language learners parallels the ongoing increase in the number of non-native English speakers and communication among non-native speaker communities (
An Evaluation of Primary English Textbooks in Vietnam: A Sociolinguistic Perspective
TESOL Journal, 2016
This article delves into the issue of incorporating sociolinguistic aspects of language and culture into the current primary English textbooks in Vietnam. The authors first provide an overview of primary English teaching in the Vietnamese setting and then evaluate the current primary English textbooks in relation to the objectives of foreign language teaching and learning proposed by Vietnam's Ministry of Education and Training for the time period 2008-2020. The evaluation focuses on four main sociolinguistic aspects: teaching approach, bilingualism, language variations, and intercultural communication reflected in the primary English textbooks. The evaluation findings indicate that the textbook design follows communicative language teaching. However, English variations and cross-cultural knowledge are still limited in the textbook design. Although some signs of bilingualism are recognized in the teachers' books, it is not clear whether bilingualism or double monolingualism is encouraged by the textbook writers. In order to improve sociolinguistic understanding among young learners, the authors recommend cooperation among teachers, textbook writers, and policymakers.
Implications of English as an International Language for Language Pedagogy
International Journal of Higher Education, 2020
The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2004). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2003). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students' first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students' own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
Vietnamese English Teachers' Perceptions on Incorporating World Englishes Into Their Teaching1
Understanding English varieties other than native-speaker norms has been regarded as necessary for effective communication in contexts where English is used as a lingua franca. In Vietnam, however, English language teaching remains focused on Standard English, which is somewhat out of step with the role of English in communication in the region. This exploratory study aims to uncover Vietnamese English teachers' perceptions of World Englishes (WE) in their English teaching. An online questionnaire, five individual follow-up interviews, and one focus group interview were conducted. A broad range of perceptions of Vietnamese English teachers at the university / college level towards English varieties was found. Introducing these was noted as having various benefits and challenges for teaching and learning. Suggestions for incorporating WE into teacher training, teaching, and materials development were deduced from the study, as were participants' imagined plans and implications of these plans for English teaching in Vietnam.
Revisiting the Pedagogy of English as An International Language
RELC Journal
Another collection of writings on teaching English as an International Language?' This is precisely the type of question I anticipate scholars, researchers, teacher-researchers, teacher-educators, and language practitioners are likely to ask when reading this special issue of RELC Journal. My response to this inevitable question is 'Yes, another collection of writings on teaching English as an International Language!' It is important to acknowledge that (teaching) English as an International Language (henceforth EIL) is no longer an unfamiliar concept, perspective, or even movement to many applied linguists, teacher-educators, and language practitioners in the ASEAN region and elsewhere. (Teaching) EIL has established its presence in various English Language Teaching or Applied Linguistics journals since the 1970s. It was first introduced by the pioneer, Larry Eugene Smith (1976), in his seminal paper on English as an International Auxiliary Language, published in our very own RELC Journal. After having observed the outcomes of the unprecedented global expansion of English, the topic was revisited two decades later by prolific scholars in the field such as Brutt-Griffler (2002) and McKay (2002) who re-emphasized the need to base pedagogical practices and curriculum on the view of English as a dynamic as opposed to a static/monolithic language. Since then, we have witnessed a wealth of publications that provide language educators with the principles and practices for incorporating the pluricentricity of English into today's English language classrooms (