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Professional Development of English Language Teachers in Asia
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Professional Development of English Language Teachers in Asia

Lessons from Japan and Vietnam

Professional Development of English Language Teachers in Asia

Lessons from Japan and Vietnam

Edited ByKayoko Hashimoto, Van-Trao Nguyen
Edition 1st Edition
First Published 2018
eBook Published 16 May 2018
Pub. location London
Imprint Routledge
DOIhttps://doi.org/10.4324/9781315413259
Pages 182 pages
eBook ISBN 9781315413242
SubjectsArea Studies, Education, Language & Literature
KeywordsEFL Teacher, English Education Reform Plan, PD, English Language, PD Program
Get Citation

Get Citation

Hashimoto, K. (Ed.), Nguyen, V.T. (Ed.). (2018). Professional Development of English Language Teachers in Asia. London: Routledge, https://doi.org/10.4324/9781315413259
ABOUT THIS BOOK

Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers?

This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.

TABLE OF CONTENTS
chapter 1|10 pages
The professional development of English language teachers in Asia
Lessons from Japan and Vietnam
ByKayoko Hashimoto
View abstract
chapter 2|16 pages
Professional development as part of English language education initiatives in the ASEAN community
ByVan-Trao Nguyen, Khoi Mai Ngoc
View abstract
part I|65 pages
Professional development of English language teachers in Japan
chapter 3|16 pages
Teaching licence renewal and the professional development of Japanese primary school teachers of English
ByKayoko Hashimoto
View abstract
chapter 4|16 pages
Curriculum reform and professional development
The problems faced by Japanese senior high school teachers
ByGregory Paul Glasgow
View abstract
chapter 5|15 pages
Policy, pedagogy and transformation
A professional development program for Japanese teachers of English
ByGregory Paul Glasgow, Chris Carl Hale
View abstract
chapter 6|16 pages
Professional development for pre-service English language teachers in the age of globalisation
ByKiyoshi Naka
View abstract
part II|72 pages
Professional development of English language teachers in Vietnam
chapter 7|14 pages
Project 2020 and professional development for high school EFL teachers in Vietnam
ByVan-Trao Nguyen
View abstract
chapter 8|21 pages
Action research for the professional development of English language teachers in Vietnam
Insights from a training project
ByLe Van Canh
View abstract
chapter 9|19 pages
Vietnamese teachers’ views on a large-scale professional development course on using computer-assisted language learning
ByNhat Thi Hong Nguyen
View abstract
chapter 10|16 pages
The need to establish and sustain language learning communities for EFL teachers in Vietnam
ByKhoi Mai Ngoc
View abstract

Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers?

This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.

TABLE OF CONTENTS
chapter 1|10 pages
The professional development of English language teachers in Asia
Lessons from Japan and Vietnam
ByKayoko Hashimoto
View abstract
chapter 2|16 pages
Professional development as part of English language education initiatives in the ASEAN community
ByVan-Trao Nguyen, Khoi Mai Ngoc
View abstract
part I|65 pages
Professional development of English language teachers in Japan
chapter 3|16 pages
Teaching licence renewal and the professional development of Japanese primary school teachers of English
ByKayoko Hashimoto
View abstract
chapter 4|16 pages
Curriculum reform and professional development
The problems faced by Japanese senior high school teachers
ByGregory Paul Glasgow
View abstract
chapter 5|15 pages
Policy, pedagogy and transformation
A professional development program for Japanese teachers of English
ByGregory Paul Glasgow, Chris Carl Hale
View abstract
chapter 6|16 pages
Professional development for pre-service English language teachers in the age of globalisation
ByKiyoshi Naka
View abstract
part II|72 pages
Professional development of English language teachers in Vietnam
chapter 7|14 pages
Project 2020 and professional development for high school EFL teachers in Vietnam
ByVan-Trao Nguyen
View abstract
chapter 8|21 pages
Action research for the professional development of English language teachers in Vietnam
Insights from a training project
ByLe Van Canh
View abstract
chapter 9|19 pages
Vietnamese teachers’ views on a large-scale professional development course on using computer-assisted language learning
ByNhat Thi Hong Nguyen
View abstract
chapter 10|16 pages
The need to establish and sustain language learning communities for EFL teachers in Vietnam
ByKhoi Mai Ngoc
View abstract
CONTENTS
ABOUT THIS BOOK

Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers?

This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.

TABLE OF CONTENTS
chapter 1|10 pages
The professional development of English language teachers in Asia
Lessons from Japan and Vietnam
ByKayoko Hashimoto
View abstract
chapter 2|16 pages
Professional development as part of English language education initiatives in the ASEAN community
ByVan-Trao Nguyen, Khoi Mai Ngoc
View abstract
part I|65 pages
Professional development of English language teachers in Japan
chapter 3|16 pages
Teaching licence renewal and the professional development of Japanese primary school teachers of English
ByKayoko Hashimoto
View abstract
chapter 4|16 pages
Curriculum reform and professional development
The problems faced by Japanese senior high school teachers
ByGregory Paul Glasgow
View abstract
chapter 5|15 pages
Policy, pedagogy and transformation
A professional development program for Japanese teachers of English
ByGregory Paul Glasgow, Chris Carl Hale
View abstract
chapter 6|16 pages
Professional development for pre-service English language teachers in the age of globalisation
ByKiyoshi Naka
View abstract
part II|72 pages
Professional development of English language teachers in Vietnam
chapter 7|14 pages
Project 2020 and professional development for high school EFL teachers in Vietnam
ByVan-Trao Nguyen
View abstract
chapter 8|21 pages
Action research for the professional development of English language teachers in Vietnam
Insights from a training project
ByLe Van Canh
View abstract
chapter 9|19 pages
Vietnamese teachers’ views on a large-scale professional development course on using computer-assisted language learning
ByNhat Thi Hong Nguyen
View abstract
chapter 10|16 pages
The need to establish and sustain language learning communities for EFL teachers in Vietnam
ByKhoi Mai Ngoc
View abstract

Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers?

This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.

TABLE OF CONTENTS
chapter 1|10 pages
The professional development of English language teachers in Asia
Lessons from Japan and Vietnam
ByKayoko Hashimoto
View abstract
chapter 2|16 pages
Professional development as part of English language education initiatives in the ASEAN community
ByVan-Trao Nguyen, Khoi Mai Ngoc
View abstract
part I|65 pages
Professional development of English language teachers in Japan
chapter 3|16 pages
Teaching licence renewal and the professional development of Japanese primary school teachers of English
ByKayoko Hashimoto
View abstract
chapter 4|16 pages
Curriculum reform and professional development
The problems faced by Japanese senior high school teachers
ByGregory Paul Glasgow
View abstract
chapter 5|15 pages
Policy, pedagogy and transformation
A professional development program for Japanese teachers of English
ByGregory Paul Glasgow, Chris Carl Hale
View abstract
chapter 6|16 pages
Professional development for pre-service English language teachers in the age of globalisation
ByKiyoshi Naka
View abstract
part II|72 pages
Professional development of English language teachers in Vietnam
chapter 7|14 pages
Project 2020 and professional development for high school EFL teachers in Vietnam
ByVan-Trao Nguyen
View abstract
chapter 8|21 pages
Action research for the professional development of English language teachers in Vietnam
Insights from a training project
ByLe Van Canh
View abstract
chapter 9|19 pages
Vietnamese teachers’ views on a large-scale professional development course on using computer-assisted language learning
ByNhat Thi Hong Nguyen
View abstract
chapter 10|16 pages
The need to establish and sustain language learning communities for EFL teachers in Vietnam
ByKhoi Mai Ngoc
View abstract
ABOUT THIS BOOK
ABOUT THIS BOOK

Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers?

This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.

TABLE OF CONTENTS
chapter 1|10 pages
The professional development of English language teachers in Asia
Lessons from Japan and Vietnam
ByKayoko Hashimoto
View abstract
chapter 2|16 pages
Professional development as part of English language education initiatives in the ASEAN community
ByVan-Trao Nguyen, Khoi Mai Ngoc
View abstract
part I|65 pages
Professional development of English language teachers in Japan
chapter 3|16 pages
Teaching licence renewal and the professional development of Japanese primary school teachers of English
ByKayoko Hashimoto
View abstract
chapter 4|16 pages
Curriculum reform and professional development
The problems faced by Japanese senior high school teachers
ByGregory Paul Glasgow
View abstract
chapter 5|15 pages
Policy, pedagogy and transformation
A professional development program for Japanese teachers of English
ByGregory Paul Glasgow, Chris Carl Hale
View abstract
chapter 6|16 pages
Professional development for pre-service English language teachers in the age of globalisation
ByKiyoshi Naka
View abstract
part II|72 pages
Professional development of English language teachers in Vietnam
chapter 7|14 pages
Project 2020 and professional development for high school EFL teachers in Vietnam
ByVan-Trao Nguyen
View abstract
chapter 8|21 pages
Action research for the professional development of English language teachers in Vietnam
Insights from a training project
ByLe Van Canh
View abstract
chapter 9|19 pages
Vietnamese teachers’ views on a large-scale professional development course on using computer-assisted language learning
ByNhat Thi Hong Nguyen
View abstract
chapter 10|16 pages
The need to establish and sustain language learning communities for EFL teachers in Vietnam
ByKhoi Mai Ngoc
View abstract

Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers?

This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.

TABLE OF CONTENTS
chapter 1|10 pages
The professional development of English language teachers in Asia
Lessons from Japan and Vietnam
ByKayoko Hashimoto
View abstract
chapter 2|16 pages
Professional development as part of English language education initiatives in the ASEAN community
ByVan-Trao Nguyen, Khoi Mai Ngoc
View abstract
part I|65 pages
Professional development of English language teachers in Japan
chapter 3|16 pages
Teaching licence renewal and the professional development of Japanese primary school teachers of English
ByKayoko Hashimoto
View abstract
chapter 4|16 pages
Curriculum reform and professional development
The problems faced by Japanese senior high school teachers
ByGregory Paul Glasgow
View abstract
chapter 5|15 pages
Policy, pedagogy and transformation
A professional development program for Japanese teachers of English
ByGregory Paul Glasgow, Chris Carl Hale
View abstract
chapter 6|16 pages
Professional development for pre-service English language teachers in the age of globalisation
ByKiyoshi Naka
View abstract
part II|72 pages
Professional development of English language teachers in Vietnam
chapter 7|14 pages
Project 2020 and professional development for high school EFL teachers in Vietnam
ByVan-Trao Nguyen
View abstract
chapter 8|21 pages
Action research for the professional development of English language teachers in Vietnam
Insights from a training project
ByLe Van Canh
View abstract
chapter 9|19 pages
Vietnamese teachers’ views on a large-scale professional development course on using computer-assisted language learning
ByNhat Thi Hong Nguyen
View abstract
chapter 10|16 pages
The need to establish and sustain language learning communities for EFL teachers in Vietnam
ByKhoi Mai Ngoc
View abstract
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