ORCID Profile
0000-0002-3758-4551
Current Organisation
Monash University
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Publisher: Springer Singapore
Date: 2019
Publisher: Routledge
Date: 09-09-2021
Publisher: SAGE Publications
Date: 26-01-2023
DOI: 10.1177/13621688221151046
Abstract: This study examined the professional becoming activities of three final-year Vietnamese preservice teachers (PSTs) of English across the past, present and (imagined) future in different contexts. The study used narrative data from narrative frames and in idual interviews and drew on third-generation cultural-historical activity theory (CHAT) to explore the participants’ language teacher identity construction in relation to the tensions they experienced in these activities and the ways in which they responded to the tensions emotionally and agentively. The findings from activity system analysis and thematic analysis suggested that tensions, emotion, agency and identity existed in unity as tensions triggered emotions that motivated attempts to resolve tensions and construct language teacher identity. Identity, in turn, guided the participants’ efforts in addressing the tensions and emotions. We discuss theoretical implications including a model of language teachers’ professional becoming that is grounded in the relationships among tensions–emotion–agency–identity and pedagogical implications for mediating language teacher identity development.
Publisher: Routledge
Date: 09-09-2021
Publisher: John Benjamins Publishing Company
Date: 10-09-2021
Abstract: This paper examines the collaborative practices of an English as an additional language (EAL) teacher and a content area teacher in meeting the needs of refugee students in a secondary science classroom. The study is based in Victoria, Australia. Drawing on a sociocultural perspective on mediated teacher work, the study gathered qualitative data primarily through two group interviews with the teachers in the middle and at the end of the school term. A secondary source of data includes relevant documents namely teaching materials, students’ work, and teachers’ notes. Content analysis of data shows two broad collaborative practices, including joint lesson planning and resources development and joint teaching. These collaborative practices were found to create structured mediational spaces that enabled them to effectively work together to meet the needs of refugee EAL students in their class. The study generates implications for content and EAL teachers in collaboratively addressing the needs of refugees in mainstream classrooms and for school leadership in supporting EAL and content teachers in this process.
Publisher: Canadian Center of Science and Education
Date: 30-11-2012
DOI: 10.5539/ASS.V8N15P1
Publisher: Deakin University
Date: 22-03-2023
DOI: 10.21153/TESOL2022VOL31NO1ART1533
Abstract: The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically erse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.
Publisher: Edith Cowan University
Date: 11-2013
Publisher: Elsevier BV
Date: 03-2022
Publisher: Canadian Center of Science and Education
Date: 28-11-2016
Abstract: class="apa" This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky’s genetic method and Engeström’s proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.
Publisher: Springer Singapore
Date: 2018
Publisher: SensePublishers
Date: 2014
Publisher: Springer International Publishing
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 02-11-2021
Publisher: No publisher found
Date: 2018
Publisher: Canadian Center of Science and Education
Date: 11-03-2012
DOI: 10.5539/ELT.V6N4P64
Publisher: Informa UK Limited
Date: 28-02-2017
No related grants have been discovered for Minh Hue Nguyen.