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This timely volume opens a window on issues related to English
language education in Vietnam. The authors consider that teacher
quality is the key factor to be considered if the national English
language curriculum outcomes are to be achievable. Aiming to shed
light on key issues recently observed in the Vietnamese landscape
of English language education, it examines the complexity of the
institutionalization of the standardized English proficiency
policy, which has been in force since 2008. That policy uses the
Common European Framework of References for Languages (CEFR) as the
model to set the standards and levels of proficiency for teachers,
learners and state employees. The book presents both the
theoretical and practical aspects of the standardization movement
in English language education. The contents comprise a series of
extended research-based chapters written by experts of
language-in-education policy and planning in and about Vietnam from
a range of perspectives including teachers, English language
curriculum developers, teacher educators and researchers. The rich
coverage of the book includes current discussion on English
language education in Vietnam ranging from policy to practice,
making it highly relevant to English teachers, teacher educators,
and scholars, in Vietnam and worldwide, who aspire to broaden their
horizons and professionalism.
This timely volume opens a window on issues related to English
language education in Vietnam. The authors consider that teacher
quality is the key factor to be considered if the national English
language curriculum outcomes are to be achievable. Aiming to shed
light on key issues recently observed in the Vietnamese landscape
of English language education, it examines the complexity of the
institutionalization of the standardized English proficiency
policy, which has been in force since 2008. That policy uses the
Common European Framework of References for Languages (CEFR) as the
model to set the standards and levels of proficiency for teachers,
learners and state employees. The book presents both the
theoretical and practical aspects of the standardization movement
in English language education. The contents comprise a series of
extended research-based chapters written by experts of
language-in-education policy and planning in and about Vietnam from
a range of perspectives including teachers, English language
curriculum developers, teacher educators and researchers. The rich
coverage of the book includes current discussion on English
language education in Vietnam ranging from policy to practice,
making it highly relevant to English teachers, teacher educators,
and scholars, in Vietnam and worldwide, who aspire to broaden their
horizons and professionalism.
This book explores the issue of graduate employability in regional
Vietnam. It provides a critical discussion of not only the demands
of the labour market but also the practices and challenges in the
development of graduate employability and career capacity building
at the national, institutional and individual levels. It discusses
graduate employability in Vietnam by analysing government and
institutional policies and taking into account the perspectives and
experiences of three key stakeholders: employers, graduates and
universities. The book highlights the development of 'employability
in context' for graduates in regional Vietnam to be able to adapt
to the specific social, cultural and demographic conditions of the
region and tackle new employment challenges.
This book offers a theoretically and empirically robust account of
what is known about the effective approaches that translate theory
to practice in teacher education, presenting evidence from case
studies from a diverse range of contexts informed by various
methodological foundations. It also provides accounts that support
teacher educators involved in both school and university based
teacher education. The book offers insights into the translation of
theory to practice from the long history of teacher education, the
benefit of diverse approaches in terms of the effectiveness of
initial teacher education, and the impact of professional
standards.
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