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9781032090672

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The contributors to this book present a wide range of key issues relating to the current state of English language teacher education in Vietnam, combining political perspectives and theoretical insights with empirical studies. The book will be immensely valuable to students, teachers and researchers working in Vietnam, as well as to many others in relatable contexts involved in building the capacity of English language teachers. Roger Barnard, University of Waikato, New Zealand The contributors to this book present a wide range of key issues relating to the current state of English language teacher education in Vietnam, combining political perspectives and theoretical insights with empirical studies. The book will be immensely valuable to students, teachers and researchers working in Vietnam, as well as to many others in relatable contexts involved in building the capacity of English language teachers. Roger Barnard, University of Waikato, New Zealand This book is an insightful compilation which will appeal not only to educators, teachers, and researchers, but also administrators, policymakers, and those who are concerned with teacher professional development, ideologies, and practices in the face of educational reforms. Trang Thi Thuy Nguyen, ELT Journal, Volume 74, Issue 2, April 2020

The contributors to this book present a wide range of key issues relating to the current state of English language teacher education in Vietnam, combining political perspectives and theoretical insights with empirical studies. The book will be immensely valuable to students, teachers and researchers working in Vietnam, as well as to many others in relatable contexts involved in building the capacity of English language teachers. Roger Barnard, University of Waikato, New Zealand This book is an insightful compilation which will appeal not only to educators, teachers, and researchers, but also administrators, policymakers, and those who are concerned with teacher professional development, ideologies, and practices in the face of educational reforms. Trang Thi Thuy Nguyen, ELT Journal, Volume 74, Issue 2, April 2020

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Le Van Canh is an associate professor in applied linguitics at Vietnam National University, Hanoi. He has been involved in English language teacher education in Vietnam for the past 40 years. His publications centre on second language teacher education in response to the enactment of innovation in Vietnamese ELT. For the last few years, he, as a teacher educator, promotes teacher research among Vietnamese ELT teachers in an attempt to bridge global disciplinary discourses with local practices. His research interests are teacher education, language planning and policy, and context-based TESOL pedagogy. Hoa Thi Mai Nguyen is a senior lecturer in the School of Education at The University of New South Wales, Australia, and specialises in teacher education and development, mentoring, TESOL, and sociocultural theory. She has experience teaching and training pre-service and in-service teachers in Asia and Australia. She has had two authored books, two edited books and over 15 book chapters and 20 articles in well-regarded peer -reviewed journals and international prestigious publishers. She is also an honorary research fellow at the University of Sydney and a visiting scholar at King’s College London. Nguyen Thi Thuy Minh is an associate professor in the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests include pragmatics in language teaching and learning, interactional competence development, language pedagogy and language teacher education. She has published widely in mainstream TESOL and applied linguistics journals and reputable edited books, and co-authored several teachers’ handbooks and school resource materials. She is currently serving on the editorial board of the Asian Journal of English Language Teaching published by the Chinese University of Hong Kong. Roger Barnard is an associate professor in applied linguistics at The University of Waikato, New Zealand. Over the past fifteen years, he has worked with academics in Vietnam and many other Asian universities on collaborative research projects, resulting in several publications; most recently, R.Barnard & Z. Hasim (Eds.), English Medium Instruction Programmes: Perspectives from South East Asian Universities, published in 2018.

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