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Concurrent Sessions


Technology trends: What else is out there?
Jill Boggs, Department of Education, University of Oxford, England

This session provides you with a broad overview of technological trends in language learning and teaching, which will generate even more ideas for the classroom. Topics include digital literacy and blended learning. This information will help you feel confident choosing new technologies that are most applicable to your teaching contexts, as well as evaluating them, developing lessons around them, and marking students’ work resulting from those lessons in ways that are supported by research.

English language curriculum innovation: Integrating experiential and reflective learning with e-portfolios
Lillian L. C. Wong, Centre for Applied English Studies The University of Hong Kong, Hong Kong

This presentation outlines the design and implementation of the innovative Professional English curriculum using e-portfolios in student learning. Discussions include experiential and reflective learning pedagogy and illustrate e-portfolios, including their characteristics and advantages for language learners in demonstrating their knowledge, skills, critical awareness, reflective learning, and self-representation. Student and teacher experiences regarding their perspectives of the Professional English program are reviewed. Opportunities, challenges, and implications of the innovative curriculum are highlighted for a range of different contexts. 

NFLP2020 Project: Where to go on a road not taken?
Pham Thi Hong Nhung, Deputy  Rector; Director, Language Teacher Development Centre, Hue University of Foreign Languages, Vietnam

The National Foreign Languages Project 2020 (NFLP2020) is the first large-scale effort by the Vietnamese Ministry of Education and Training to improve instruction of and through foreign languages (primarily English) within its educational system. Drawing on relevant research and current statistics, the session analyzes the initial impact as well as the challenges of various NFLP2020 activities, including extensive in-service teacher training, adopting new standards-based English language curriculum and developing new textbook series for learners at all educational levels and reinforcing major changes in language assessment policy. 


Steps in writing the New English Textbook Series and designing varied activities
Hoang Van Van, Dean, Department of Postgraduate Studies, Vietnam National University, Hanoi. Assisting with the presentation are Hoang Thi Xuan Hoa and Luong Quynh.

The session is divided into two parts. Part 1 presents an overview of the New English Textbook Series, including the process of writing the books and the methodologies underlying them. Part 2 gives you an opportunity to know more about the process of designing varied activities, to share some considerations material writers take when designing activities, and to evaluate rubrics or instructions for some of these activities. You will leave this session with useful and practical classroom teaching or teacher training applications.  

Rethinking the “best” in best practices: Teachers’ experiences and knowledge as starting points for content implementation 
Rosemary Orlando, Institute for Language Education, School of Arts and Sciences, Southern New Hampshire University, Hooksett, New Hampshire, United States

This session addresses a number of challenges Vietnamese English language teachers face: very large classes, crowded classrooms, and insufficient time for students to practice listening and speaking, and more. Teacher input and contributions are absolutely critical in building and maintaining an effective English language teaching curriculum. This session gives teachers a starting point for this ongoing process.

Project-based learning in English language teaching: A realistic approach
Le Thi Giao Chi, Deputy Dean, Department of English, University of Foreign Language Studies, the University of Danang, Vietnam

 This session will give you an opportunity to gather information and share your experiences in organizing project-based language learning (PBL) for better learning outcomes. You will learn about authentic situations and resources, which will help you think about how to use this approach in your local teaching context. The presenter discusses how how PBL was adopted at University of Foreign Language Studies,  University of Danang as well as the significance of PBL and the structure of a PBL activity. The presenter also discusses how PBL can be adopted to accommodate the needs of diverse learners in different language teaching contexts for different learning outcomes.


English medium instruction at Danang University: A case study
Thai Duy Bao, Senior Lecturer, Vietnamese Courses Convener, School of Culture, History & Language, ANU College of Asia and the Pacific, Canberra, Australia. Assisting with the presentation are Nguyen Văn Long and Ho Vu Khue Ngoc.

In the context of internationalization and global integration of the national education in Vietnam over the last decade, English has been used as a medium of instruction (EMI) at an increasing number of Vietnamese universities. This workshop describes and analyzes EMI at Danang University. It also reports beliefs about English and EMI held nationally as well as the policy measures for managing EMI programs at the tertiary level.

Developing language teachers’ use of English in the classroom
Anne Burns, Professor of TESOL, University of New South Wales, Sydney, Australia

A major challenge in many classroom contexts is that teachers are not confident to use English or believe that their students will not understand them. In this session we consider the issues and challenges of using English in the classroom from the teacher’s perspective. We also discuss what kind of English teachers need for the classroom and when and how it can be used. We consider teacher professional development that can encourage teachers to use more English in their teaching, and draw on materials developed for this purpose.