ManuScript Details
|
Paper Id:
|
IJARW2488
|
|
Title:
|
IDENTITY, INVESTMENT, AND ENGLISH TEACHING IN VIETNAM: A CASE STUDY OF THREE VIETNAMESE TEACHERS
|
| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 6 Issue 10 |
| Pages: |
7
|
| Published On: |
4/28/2025 10:13:05 PM (MM/dd/yyyy) |
Main Author Details
|
Name:
|
Duong Thanh Hao |
| Institute: |
School of foreign languages - Thai Nguyen University |
Co - Author Details
| Author Name |
Author Institute |
| Nguyen Thi Thu Huong |
School of foreign languages – Thai Nguyen University |
Abstract
|
Research Area:
|
Education |
| KeyWord: |
Teacher identity construction, educational policy and reform, Vietnamese English teacher |
| Abstract: |
Amid increasing global pressures to standardize English language teaching, teachers worldwide are negotiating complex professional identities shaped by competing ideological, institutional, and personal forces. This study investigates how three Vietnamese English teachers construct and negotiate their professional identities and pedagogical investments within the shifting landscape of English language education in Vietnam. Grounded in Norton’s (2013) theory of investment and expanded through Darvin and Norton’s (2015) sociological model, the study employs qualitative methods like semi-structured interviews, classroom observations, and reflective journals to capture the dynamic interplay between macro-level ideologies and micro-level teaching practices. The findings reveal how global language ideologies, institutional mandates, and personal aspirations converge to shape, and at times constrain, teachers’ agency in classroom decision-making. By foregrounding tensions between communicative pedagogies, exam-driven curricula, and localized knowledge, this paper argues for the recognition of teacher expertise as socially situated and contextually negotiated. Implications are drawn for professional development initiatives and policy reforms aimed at fostering teacher-led pedagogical innovation and more equitable language teaching environments. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
|
IEEE
|
Duong Thanh Hao, Nguyen Thi Thu Huong, "IDENTITY, INVESTMENT, AND ENGLISH TEACHING IN VIETNAM: A CASE STUDY OF THREE VIETNAMESE TEACHERS", International Journal Of All Research Writings,
vol. 6, no. 10, pp. 119-125, 2025.
|
|
MLA
|
Duong Thanh Hao, Nguyen Thi Thu Huong "IDENTITY, INVESTMENT, AND ENGLISH TEACHING IN VIETNAM: A CASE STUDY OF THREE VIETNAMESE TEACHERS." International Journal Of All Research Writings,
vol 6, no. 10, 2025, pp. 119-125.
|
|
APA
|
Duong Thanh Hao, Nguyen Thi Thu Huong (2025). IDENTITY, INVESTMENT, AND ENGLISH TEACHING IN VIETNAM: A CASE STUDY OF THREE VIETNAMESE TEACHERS. International Journal Of All Research Writings,
6(10), 119-125.
|
IDENTITY, INVESTMENT, AND ENGLISH TEACHING IN VIETNAM: A CASE STUDY OF THREE VIETNAMESE TEACHERS
Number Of Downloads - 5
Last downloaded on 22/05/2025
IDENTITY, INVESTMENT, AND ENGLISH TEACHING IN VIETNAM: A CASE STUDY OF THREE VIETNAMESE TEACHERS
Search On Google
