2022
Tonini, Andrea
From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 15-39, 2022.
Abstract | Links | BibTeX | Tags: Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam
@article{nokey,
title = {From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam},
author = {Andrea Tonini},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2022/11/From-Teacher-centred-to-Learner-centred-Andrea-Tonini-3.pdf},
year = {2022},
date = {2022-11-02},
urldate = {2022-11-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {15-39},
abstract = {This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.},
keywords = {Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam},
pubstate = {published},
tppubtype = {article}
}
This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.