Global Englishes Language Teaching for Vietnamese Preservice English Teachers’ Perceptions and Practices
คำสำคัญ:
Global Englishes Language Teaching, perceptions, practices, Vietnamese preservice English teachersบทคัดย่อ
Despite increasing attention to pluralistic models of English, a gap remains regarding how preservice English teachers perceive and practice Global Englishes Language Teaching (GELT) in the Vietnamese context. This mixed-methods study investigated GELT perceptions and practices of Vietnamese preservice English teachers. Thirty Vietnamese students in an English Teacher Education program at a public university completed a 10-week, 14-class intervention adapted from a microteaching lesson study sequence-theory exploration, collaborative lesson planning, group microteaching, and reflection-targeting. The program used different English varieties, integrating intercultural communication, teaching Global Englishes (GE) strategies, implementing GELT activities, and overall GELT. GELT perceptions were investigated using a validated questionnaire and semi-structured interviews, and GELT practices were evaluated with a validated microteaching observation rubric and a reflective writing protocol. Post-intervention perceptions were uniformly positive, with the highest median for recognition and awareness of intercultural communication, and observed practices clustered in the “Good” range overall, with Relevance of Objectives and Learning Activities in GELT rated “Excellent”. These results indicate that structured, principled preparation can support GELT-aligned teaching and suggest the need for program designs that institutionalize such cycles and resourcing in English teacher education.
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