ABSTRACT
This chapter presents a case study on the use of lesson transcripts to mediate focused reflection on action by a Vietnamese university teacher of English with regard to her use of her – and her students' – first language in teaching English as an international language. Reflection and reflective practice are noted in the professional literature about both general education and second language education, and they are increasingly described as essential attributes of competent second language professionals. Bailey, Curtis, and Nunan divide reflective practices into reflection-in-action and reflection-on-action, where teachers reflecting in action examine their teaching process while in the act of teaching, and teachers reflecting on action evaluate their teaching after the lesson has been completed. Professional growth comes from a "reconstruction of experience", so by reflecting on the own experiences, one can reconstruct the own professional identity and the educational perspectives.
