OBSTACLES TO PRIMARY SCHOOL TEACHERS’ IMPLEMENTATION OF METHODOLOGICAL INNOVATIONS TO TEACH ENGLISH TO YOUNG LEARNERS

The literature on language policy has shown that teachers’ continuity of commitment and their effort of applying methodological innovations play an important role in the successful implementation of language policy and planning. In practice it is not uncommon that despite their newly trained knowledge and methods of teaching language, language teachers in many cases still fail to apply pedagogical innovations in their teaching practice. This article presents the results of an investigation on obstacles and factors interfering with primary English teachers’ decision (not) to implement methodological innovations in teaching English to young learners. The study investigated 97 primary English teachers in Thua Thien Hue province, who have attended a number of workshops on methodology of teaching English to primary students for the last 3 years (2010-2013). Findings were based on data provided from 97 properly completed and returned questionnaires and in-depth interviews with 12 teacher participants. The findings shed light on various complicated issues faced by primary English teachers, suggesting that at implementation level, the success of the government policy of introducing English to primary school curriculum requires much more than a provision of intensive training on language proficiency and teaching methodology to language teachers