Abstract:

English Language Teaching Education (ELTE) in Vietnam is rapidly changing to address the requirements of the new socio-economic context. Vietnamese ELTE is receiving an increasing amount of investment, in terms of finance, resources, and human resources. However, it may be perceived as a system that has more challenges than opportunities with many concerning issues regarding curriculum, pedagogies, and assessments. Many ELTE graduates are unable to meet the Ministry of Education and Training’s (MoET) standards. Given its predominant role, it is imperative to consider how policy shapes practice. This presentation discusses the levels of alignment of institutional ELTE curriculum and outcomes with MoET’s standards. The data sources consisted of documents, surveys, and interviews to obtain deeper understandings of the complexities of ELTE policy implementation at different levels and in order to get trickle-down effects of the policy on practice.

The key part of the presentation will be about some strong and weak points of alignment between the ELTE curriculum, outcomes, and MoET's standards. The strategies to develop ELTE programs to fit the social demands for graduates in an era of ever increasing international opportunities and the suggestions for a better alignment between and among the key factors in Vietnamese ELTE will be highlighted in the presentation.

The presentation offers multiple perspectives on a complex issue. It is meaningful not only to educational governance, but also to teaching practitioners and English language researchers. It helps to develop the English teaching profession in Vietnam in a systematic way, from policy makers to implementers, and from instructors to learners. Its significance lies in its relevance to English teaching careers, particularly within the researcher’s specific context, yet also remains relevant to ELTE in other parts of Vietnam.

Keywords:

Alignment, Curriculum, English Language Teacher education, Outcome, Standard.