ABSTRACT
This chapter focuses on the role of the teacher in language policy implementation, in particular how primary English language teachers feel about the language policy change in Vietnam in the areas of pedagogy and language proficiency. Drawing on concepts of vulnerability (van Veen & Sleegers, 2006) and risk (Le Fevre, 2015), the chapter looks at the emotional dimension of language policy change and argues that without recognition and understanding of teachers’ feelings in relation to the implementation of new pedagogy and language proficiency requirements, it is likely that the hoped-for outcomes of a change policy will be partially only achieved. Using data from a previous, larger research study (Grassick, 2016), the chapter explores the feelings of a group of seven primary English language teachers in Vietnam as they grapple with making sense of the new requirements and changes to their professional knowledge and practice brought about by the NFLP 2020 curriculum and language policy. The data show how feelings of uncertainty and vulnerability emerge from teachers’ perceptions of risk in relation to challenges to their professional selves (Kelchtermans, 2005, 2009) and changes in the contextual demands of their work, brought about by the new language policy. The findings also highlight how a better understanding of teachers’ feelings might improve the kind of support provided for teachers during the implementation process, helping to ensure its success. It is hoped that the implications emerging from the analysis of the data will be of use to policy planners, implementers, and those involved in language teacher education in Vietnam and in other contexts undergoing similar English language reforms.
