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Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh PROJECT-BASED LANGUAGE TEACHING IN THE CONTEXT OF VIETNAMESE HIGH SCHOOLS: A NARRATIVE INQUIRY

With the extension of the NFL Project 2020, Vietnam re-affirms its determination to renovate its foreign language education. Since the commencement of NFL Project 2020 in 2008, a variety of programmes with different scopes and scales have been carried out, such as adopting new English textbooks, re-training in-service English teachers, standardizing student graduates' foreign language outcome. Among those programmes, the deployment of project-based language teaching (PBLT) as part of the 'renovating the teaching methodology' scheme as well as the inclusion of project segment in each unit of the new English textbooks have engaged heated discussions involving policy makers, experts as well as teachers, students and parents. On the one hand, policy makers, experts and some English teachers highly appreciate the benefits of PBLT in enhancing students' English proficiency and their 21st century skills. On the other hand, it is informally reported that the implementation of PBLT in all school levels is very problematic because it either causes more workload for both teachers and students or is methodologically superficial. This study, adopting narrative inquiry approach, explores the practice of PBLT among EFL teachers at high schools in Vietnam where new English textbooks have been adopted as part of the new foreign language curriculum. The in-depth interviews with the teachers reveal insights into practical challenges that they are facing. Finally, the paper offers some suggestions for English teachers at high school to conduct the project segment in each unit successfully in accordance with this PBLT approach's principles.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

With the extension of the NFL Project 2020, Vietnam re-affirms its determination to renovate its foreign language education. Since the commencement of NFL Project 2020 in 2008, a variety of programmes with different scopes and scales have been carried out, such as adopting new English textbooks, re-training in-service English teachers, standardizing student graduates' foreign language outcome. Among those programmes, the deployment of project-based language teaching (PBLT) as part of the 'renovating the teaching methodology' scheme as well as the inclusion of project segment in each unit of the new English textbooks have engaged heated discussions involving policy makers, experts as well as teachers, students and parents. On the one hand, policy makers, experts and some English teachers highly appreciate the benefits of PBLT in enhancing students' English proficiency and their 21st century skills. On the other hand, it is informally reported that the implementation of PBLT in all school levels is very problematic because it either causes more workload for both teachers and students or is methodologically superficial. This study, adopting narrative inquiry approach, explores the practice of PBLT among EFL teachers at high schools in Vietnam where new English textbooks have been adopted as part of the new foreign language curriculum. The in-depth interviews with the teachers reveal insights into practical challenges that they are facing. Finally, the paper offers some suggestions for English teachers at high school to conduct the project segment in each unit successfully in accordance with this PBLT approach's principles.

English teacher
,
Le Thanh Tong High School for the Gifted
Teacher
,
University of Languages and International Studies, VNU Hanoi
No moderator for this session!
Lecturer
,
ULIS-VNU
Mrs. Quynh Nguyen
Lecturer
,
Thai Nguyen University of Sciences
Head of the English Division
,
Dai Tu high school
Teacher
,
IIG Vietnam Joint Stock Company
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