EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Responses to a Language Policy: EFL Teachers’ Voices

Abstract

This present study investigates in-service EFL Vietnamese teachers’ responses to the government language proficiency requirements imposed on them. The study adopts a language proficiency self-assessment survey and semi-structured interviews with respectively 350 and 44 participants. The data analysis generates a matrix of interrelated challenges underlying the teachers’ dilemma in the participant’s English proficiency development. The interwoven challenges demand for a holistic approach with better collaboration among different forces across levels to draft meaningful and long term supporting plans in this context. The analysis also shows the participants all longed for a more appropriate support framework to improve their English language proficiency while acknowledging they are competent to execute their teaching practices.

Keywords: On-nativelanguage proficiencyEFL teachers; language policy

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 01.05.2015
Pages: 206-219
Publisher: Future Academy
In: Volume 13, Issue 2
DOI: 10.15405/ejsbs.164
Online ISSN: 2301-2218
Article Type: Original Research
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