Speaker
Abstract section 5: References
Canh, L. V. (2024). English in Vietnam. In A. J. Moody (Ed.), The Oxford Handbook of Southeast Asian Englishes (1st ed., pp. 339–358). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192855282.013.18
Lee, J. S., & Chen Hsieh, J. (2018). University students’ perceptions of English as an International Language (EIL) in Taiwan and South Korea. Journal of Multilingual and Multicultural Development, 39(9), 789–802. https://doi.org/10.1080/01434632.2018.1438448
Leung, C., et al. (forthcoming). Ecological languaging competences: Teaching, learning and assessment. Cambridge University Press
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching (1st ed.). Cambridge University Press. https://doi.org/10.1017/9781316678343
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157–189. https://doi.org/10.1017/S0261444820000518
Abstract section 3: Content/method
A 6-week GELT PD course (90-minute sessions) was administered to 10 in-service teachers from diverse Vietnamese upper secondary schools. Topics progress from a critique of native-speakerism to ELC-informed assessment using Bayesian methods. Pre/post EILPS questionnaires measure attitudes (Lee & Chen Hsieh, 2018); journals and interviews explore reflections.
Abstract section 2: Contribution/research questions
How do teachers’ perceptition of GELT change post- GELT PD?
How do GELT PD inform their future pedagogical practice in their teaching community?
Abstract section 4: Outcomes/results
Anticipated gains in belief shifts (e.g., reduced nativespeakerism) and positive perceptions of GELT (e.g., increased awareness of diversity) will be observed, with high reliability indicating precise measurement and ordered changes across weeks, consistent with effective PD. The presentation discusses the potential for analysis of divergent trajectories.
Abstract section 1: Relevance
GELT promotes pluricentric ELT to decolonize native-speaker norms and foster multilingual awareness (Rose & Galloway, 2019), but implementation in high-stakes secondary education level and emerging contexts like Vietnam remains underexplored (Rose et al., 2021), where exam-driven curricula reinforce traditional communicative competence (Canh, 2024). This tension limits empirical evidence on PD's role in transforming beliefs toward global English diversity. The study contributes by providing context-specific insights into GELT's feasibility, refining the framework with ELC for process-oriented assessment, and offering a model for decolonial PD in emerging Asian settings, addressing gaps in secondary-level research and pre/post data (Rose et al., 2021).
| Title | Vietnamese Secondary Teachers’ Journeys towards Global Engli |
|---|---|
| Teaching Context | Junior/senior high-school |