Meeting the Demands of ELT Innovation in Vietnam: Teachers’ Linguistic and Pedagogic Challenge

Abstract

Tran introduces an English curriculum change context where policy makers provide both language and methodological in-service programmes, to support teachers’ implementation capacity. Teachers are required to reach CEFR level C1 to ensure their continued employment. Her interviewee explains that while such enhancement provision appears supportive, no attempt has been made to communicate its rationale to teachers. Thus, for many teachers, the requirement to attend these programmes only adds to the challenges that curriculum implementation poses for their feelings of self-efficacy. Tran additionally analyses some outcomes of providing in-service programmes staffed by trainersTrainerswho have little or no first-hand understanding of the contexts in which teachers work.