Trained in the West, teaching in the East: Vietnamese teachers returning from TESOL courses abroad

© 2004 Dr. Pham Hoa HiepThis thesis investigates the beliefs, knowledge and implementation of Communicative Language Teaching (CLT) by three Vietnamese teachers of English who have studied in postgraduate TESOL courses in the West. Data were collected through extensive conversations with the teachers, classroom observations and interviews with students. The teachers espoused the communicative theory, but they were doubtful and confused as to how it could be realised in practice. Although they were aware of the need to adapt rather than simply adopt CLT techniques that they had learnt, they lacked the confidence and knowledge to generate independent practices. As a result, they tended to realise only a surface manifestation of CLT through activities such as pair and group work and information gap. In their attempt to use CLT, the teachers made surface changes - changes in activities, practices and materials - rather than deeper changes in beliefs and values concerning the teaching and learning process. The result was dissatisfaction as the surface practices failed due to systemic, cultural, and personal constraints. The findings of this investigation suggest that if CLT is to be used in Vietnam, a new way of defining CLT and an adequate theory of action for Vietnamese teachers need to be articulated. Such a redefinition would represent not only common Western individualist values such as learner choice, autonomy and participation but also the more communal values pertaining to Vietnamese society. At the same time, Vietnamese teachers need to become cognizant of, and make necessary adjustments to their more traditional beliefs, to develop a deeper understanding of new possibilities in teaching approaches. To do this successfully they will need to engage in on-going debate and exchange with their peers