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LE Van Canh

Vietnam National University, Hanoi, International Relations, Faculty Member

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Educated in American and New Zealand universities, I currently am working as an applied linguist in the field of second language education and second language teacher education at Vietnam National University, Hanoi. I have researched and published extensively in these areas.

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University of California, Santa Barbara

The University of Sydney

Alejandra B Osorio

Wellesley College

Middle East Technical University

Hamad Bin Khalifa University

Kansas State University

Armando Marques-Guedes

UNL - New University of Lisbon

University of Florida

The University of Newcastle

Michael Lessard-Clouston

Biola University

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Books by LE Van Canh

Building Teacher Capacity for English Language Teaching In Vietnam Routledge

Building Teacher Capacity For English Language Teaching in Vietnam, 2020

IS A RED CARD FOR LEARNERS' USE OF THEIR L1 IN L2 LESSONS FAIR? A SOCIOCULTURAL ACCOUNT

One of the controversial issues in second language acquisition research is the role of learners' ... more One of the controversial issues in second language acquisition research is the role of learners' first language in their second language learning. Traditionally, the first language was assumed to get in the way or interfere with the learning of the L2, and therefore, the first language must be banned in the foreign language classroom. However, this view has recently been reexamined and questioned by empirical studies conducted within the sociocultural perspectives. The goal of this paper is to provide new insights into the mediating role of the first language by reviewing those studies. The paper suggests that L1, when appropriately and systematically used, can be an enabling tool that scaffolds learners in completing cognitively complex and demanding L2 learning tasks. Towards this goal, research directions are also suggested. However, it is important to note that this paper is not intended to encourage teachers and learners to use the L1 in the L2 classroom unsystematically and inappropriately; rather, its goal is to encourage teachers to research their classroom in order to find optimal and effective use of L1 for mediating the success of L2 learning.

BUILDING TEACHER CAPACITY FOR ENGLISH LANGUAGE TEACHING IN VIETNAM

by LE Van Canh and MT Nguyen

Routledge, 2020

Series: Routledge Critical Studies in Asian Education This timely volume opens a window on issues... more Series: Routledge Critical Studies in Asian Education 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.

Action research.pdf

Routlege, 2018

The chapter reports on the results of an action research training project for Vietnamese EFL teac... more

Critical Analysis of Moral Values in Vietnam-produced English Textbooks 2017

Critical analysis of moral values in the new English language textbooks locally produced in Vietn... more

Action research.pdf

Situating Moral and Cultural Values in ELT Materials

by Handoyo Puji Widodo, LE Van Canh, Adcharawan Buripakdi, and Marianne Rachel Perfecto

Situating Moral and Cultural Values in ELT Materials

This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultura... more This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultural values, which are more locally-grounded in respective Southeast Asia (SEA) countries. It features critical studies on locally-produced ELT materials (textbooks) situated in the following SEA countries: Timor-Leste, The Philippines, Singapore, Malaysia, Cambodia, Vietnam, Indonesia, and Thailand. The chapters, written by experts who know the ELT context of their respective SEA country, critically examine the design and use of ELT materials widely used in local and national contexts. Thus, the volume provides fresh insight into how values are uniquely manifested in language classroom materials. The present text also brings together empirical, conceptual and practical grounds for incorporating moral and cultural values into ELT materials development in such a way that it views morality and culture as a mutually complementing entity. This much-needed volume will be a valuable resource for those interested in the design and use of language materials in culturally and linguistically diverse contexts, such as in the Asia Pacific, America, Africa, and Europe.

Le Van Canh: REFLECTION ON ACTION: LESSON TRANSCRIPTS (In R. Barnard & J. Ryan (Eds.), Reflective Practice: Voice from the Field, Routledge, 2017)

This chapter reports a case study in which reflective practice was introduced for the first time ... more This chapter reports a case study in which reflective practice was introduced for the first time to an experienced English language teacher in Vietnam. In the context described, teachers are expected to adhere to current research-informed teaching approaches, but they are not typically viewed as knowledge-makers in their own right. Using lesson transcripts as psychological tools, the teacher in this study was mediated to reflect on her classroom code-switches. Despite engaging in this tightly focused reflective project, the teacher appeared not to significantly modify her practice over the four weeks of the study. The study raises two important questions. The first question is it needs to be considered whether essentially Westernised notion of individual reflective practice is readily transferable to other cultures, or whether it needs to be adapted to respond to existing cultural philosophies. The other question is whether it is accepted that reflective practice does not necessarily lead to immediate benefits.

ENGLISH LANGUAGE EDUCATION IN VIETNAMESE UNIVERSITIES: NATIONAL BENCHMARKING IN PRACTICE

ENGLISH LANGUAGE EDUCATION INNOVATION FOR THE VIETNAMESE SECONDARY SCHOOL: THE PROJECT 2020

This chapter reports on the result of a small-scale exploration of Vietnamese EFL secondary schoo... more

Groupwork

Form-Focused Instruction: Teachers; Beliefs and Practices

Papers by LE Van Canh

Remapping the teacher knowledge-base of language teacher education, 2020

Teachers' English Proficiency and Classroom Language Use: A Conversation Analysis Study

by LE Van Canh and Willy A Renandya

How does teachers' target language proficiency correlate with their ability to use the target lan... more How does teachers' target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers' use of the target language in the classroom creates learning opportunities for L2 learners. The article also explores the relationship between teachers' target language proficiency and the ways in which they use the target language in the classroom to engage learners in the learning process. Analyses of the lesson extracts show a complex relationship between teachers' general language proficiency and their ability to make use of their proficiency to support student learning in the L2 classroom. The article concludes that while teachers' general proficiency significantly affects the way they use language in the classroom to promote learning, their classroom proficiency is at least as important as their general proficiency. This has implications both for teachers and teacher educators.

TEACHING LISTENING IN MIXED-ABILITY CLASSES

by LE Van Canh and Willy A Renandya

Le, V. C. & Nguyen, T.T.M. (2012). Teacher learning within the school context: An ecological perspective. Indonesian Journal of Applied Linguistics, 2 (1), 52-67.

by LE Van Canh and Thi Thuy Minh Nguyen

Central to teacher professional development is teacher learning, which is situated in a classroom... more Central to teacher professional development is teacher learning, which is situated in a classroom, a school, or an informal social setting. Using an ecological framework which incorporates a wide range of influences at multiple levels, including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out to explore the influence of the school context on teachers" engagement in informal learning activities. Data are collected through semi-structured open-ended interviews with six EFL teachers working in different upper secondary schools in Vietnam in an attempt to uncover what types of informal learning activities these teachers engage in and how the school context affects their engagement. Findings show multiple work-based factors that influence teacher learning in the school. The study provides evidence to teacher educators about the relationship between school context and teachers" degree of engagement in informal learning.

Uncovering teachers' beliefs about interculturality

OLD WINE IN NEW BOTTLES: TASK-BASED LANGUAGE TEACHING IN VIETNAM

Motivation in second language learning reexamined

Innovation in Secondary school English Education in Vietnam

Building Teacher Capacity for English Language Teaching In Vietnam Routledge

Building Teacher Capacity For English Language Teaching in Vietnam, 2020

IS A RED CARD FOR LEARNERS' USE OF THEIR L1 IN L2 LESSONS FAIR? A SOCIOCULTURAL ACCOUNT

One of the controversial issues in second language acquisition research is the role of learners' ... more One of the controversial issues in second language acquisition research is the role of learners' first language in their second language learning. Traditionally, the first language was assumed to get in the way or interfere with the learning of the L2, and therefore, the first language must be banned in the foreign language classroom. However, this view has recently been reexamined and questioned by empirical studies conducted within the sociocultural perspectives. The goal of this paper is to provide new insights into the mediating role of the first language by reviewing those studies. The paper suggests that L1, when appropriately and systematically used, can be an enabling tool that scaffolds learners in completing cognitively complex and demanding L2 learning tasks. Towards this goal, research directions are also suggested. However, it is important to note that this paper is not intended to encourage teachers and learners to use the L1 in the L2 classroom unsystematically and inappropriately; rather, its goal is to encourage teachers to research their classroom in order to find optimal and effective use of L1 for mediating the success of L2 learning.

BUILDING TEACHER CAPACITY FOR ENGLISH LANGUAGE TEACHING IN VIETNAM

by LE Van Canh and MT Nguyen

Routledge, 2020

Series: Routledge Critical Studies in Asian Education This timely volume opens a window on issues... more Series: Routledge Critical Studies in Asian Education 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.

Action research.pdf

Routlege, 2018

The chapter reports on the results of an action research training project for Vietnamese EFL teac... more

Critical Analysis of Moral Values in Vietnam-produced English Textbooks 2017

Critical analysis of moral values in the new English language textbooks locally produced in Vietn... more

Action research.pdf

Situating Moral and Cultural Values in ELT Materials

by Handoyo Puji Widodo, LE Van Canh, Adcharawan Buripakdi, and Marianne Rachel Perfecto

Situating Moral and Cultural Values in ELT Materials

This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultura... more This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultural values, which are more locally-grounded in respective Southeast Asia (SEA) countries. It features critical studies on locally-produced ELT materials (textbooks) situated in the following SEA countries: Timor-Leste, The Philippines, Singapore, Malaysia, Cambodia, Vietnam, Indonesia, and Thailand. The chapters, written by experts who know the ELT context of their respective SEA country, critically examine the design and use of ELT materials widely used in local and national contexts. Thus, the volume provides fresh insight into how values are uniquely manifested in language classroom materials. The present text also brings together empirical, conceptual and practical grounds for incorporating moral and cultural values into ELT materials development in such a way that it views morality and culture as a mutually complementing entity. This much-needed volume will be a valuable resource for those interested in the design and use of language materials in culturally and linguistically diverse contexts, such as in the Asia Pacific, America, Africa, and Europe.

Le Van Canh: REFLECTION ON ACTION: LESSON TRANSCRIPTS (In R. Barnard & J. Ryan (Eds.), Reflective Practice: Voice from the Field, Routledge, 2017)

This chapter reports a case study in which reflective practice was introduced for the first time ... more This chapter reports a case study in which reflective practice was introduced for the first time to an experienced English language teacher in Vietnam. In the context described, teachers are expected to adhere to current research-informed teaching approaches, but they are not typically viewed as knowledge-makers in their own right. Using lesson transcripts as psychological tools, the teacher in this study was mediated to reflect on her classroom code-switches. Despite engaging in this tightly focused reflective project, the teacher appeared not to significantly modify her practice over the four weeks of the study. The study raises two important questions. The first question is it needs to be considered whether essentially Westernised notion of individual reflective practice is readily transferable to other cultures, or whether it needs to be adapted to respond to existing cultural philosophies. The other question is whether it is accepted that reflective practice does not necessarily lead to immediate benefits.

ENGLISH LANGUAGE EDUCATION IN VIETNAMESE UNIVERSITIES: NATIONAL BENCHMARKING IN PRACTICE

ENGLISH LANGUAGE EDUCATION INNOVATION FOR THE VIETNAMESE SECONDARY SCHOOL: THE PROJECT 2020

This chapter reports on the result of a small-scale exploration of Vietnamese EFL secondary schoo... more

Groupwork

Form-Focused Instruction: Teachers; Beliefs and Practices

Remapping the teacher knowledge-base of language teacher education, 2020

Teachers' English Proficiency and Classroom Language Use: A Conversation Analysis Study

by LE Van Canh and Willy A Renandya

How does teachers' target language proficiency correlate with their ability to use the target lan... more How does teachers' target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers' use of the target language in the classroom creates learning opportunities for L2 learners. The article also explores the relationship between teachers' target language proficiency and the ways in which they use the target language in the classroom to engage learners in the learning process. Analyses of the lesson extracts show a complex relationship between teachers' general language proficiency and their ability to make use of their proficiency to support student learning in the L2 classroom. The article concludes that while teachers' general proficiency significantly affects the way they use language in the classroom to promote learning, their classroom proficiency is at least as important as their general proficiency. This has implications both for teachers and teacher educators.

TEACHING LISTENING IN MIXED-ABILITY CLASSES

by LE Van Canh and Willy A Renandya

Le, V. C. & Nguyen, T.T.M. (2012). Teacher learning within the school context: An ecological perspective. Indonesian Journal of Applied Linguistics, 2 (1), 52-67.

by LE Van Canh and Thi Thuy Minh Nguyen

Central to teacher professional development is teacher learning, which is situated in a classroom... more Central to teacher professional development is teacher learning, which is situated in a classroom, a school, or an informal social setting. Using an ecological framework which incorporates a wide range of influences at multiple levels, including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out to explore the influence of the school context on teachers" engagement in informal learning activities. Data are collected through semi-structured open-ended interviews with six EFL teachers working in different upper secondary schools in Vietnam in an attempt to uncover what types of informal learning activities these teachers engage in and how the school context affects their engagement. Findings show multiple work-based factors that influence teacher learning in the school. The study provides evidence to teacher educators about the relationship between school context and teachers" degree of engagement in informal learning.

Uncovering teachers' beliefs about interculturality

OLD WINE IN NEW BOTTLES: TASK-BASED LANGUAGE TEACHING IN VIETNAM

Motivation in second language learning reexamined

Innovation in Secondary school English Education in Vietnam

GREAT EXPECTATIONS: TESOL PRACTICUM AS A PROFESSIONAL LEARNING EXPERIENCE

EFL Students' Attitudes towards Classroom Activities: A Survey in Vietnam

Sustainable professional development for teachers

MOTIVATION AND EFL STUDENTS: A NARRATIVE INQUIRY OF SUCCESSFUL VIETNAMESE STUDENTS (

Motivation to learn a second language (L2) is considered a crucial individual factor in explainin... more Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. However, it is really challenging to theorize and research language learning motivation, especially in English-as-a-foreign-language (EFL) contexts, where English is a mandatory subject in the school curriculum. Drawing on Norton's (2000) concept of 'investment', this study examined the motivation of four successful Vietnamese EFL learners. Qualitative data were collected through email interviewing. Findings show that in the context of English as an international language, learners' engaging investment to gain membership of an imagined non-specific global community is the reason for their success. The study suggests that teachers need to develop future-oriented activities to facilitate coconstructed imagined communities in the minds of the learners.

TEACHERS' BELIEFS ABOUT CULTURE IN ENGLISH LANGUAGE EDUCATION: IMPLICATIONS FOR TEACHER EDUCATION

In the past few decades, research on second language teachers' beliefs has been growing dramatica... more In the past few decades, research on second language teachers' beliefs has been growing dramatically. However, little research has been reported on teachers' beliefs about the cultural dimension in language teaching in spite of increasing concerns among scholars and teachers about the role of culture in second language education. This paper reports on a mixed-methods investigation into Vietnamese EFL teachers' beliefs about the role of culture and which culture to be taught in teaching English as an international language. The findings show that teachers are divided regarding their beliefs about different aspects of culture teaching and learning as well as their inclination to the culture to be taught. Also, it is revealed from the study that their cultural knowledge and understanding are inadequate to handle the complexity of culture teaching and learning. The findings of the study have significant implications for English language teacher education.

Codeswitching in English-medium universities

Sunway University Conference, Maylaysia, 13 July, 2013

Native-English-speaking teachers' construction of professional identity in an EFL context: A case of Vietnam

Language teacher identity is an emerging subject of interest in research on language teacher educ... more Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development due to the recognized reciprocal relationships between professional identity and professional knowledge and action. While a number of studies have been reported on the (re)construction of non-native English language teachers' professional identity, relatively little attention has been paid to the professional identity of expatriate native-English-speaking teachers (NESTs). This paper reports on a qualitative study that explored the discursive construction of the professional identity of a small group of native-English-speaking teachers (n=5) working in an English Department of a Vietnamese university. Drawing on Wenger's (1998) three modes of belonging -engagement, imagination, and alignment -the study examined the lived experiences of these NESTs in their new sociocultural context through in-depth interviews with each participant. The study indicates that NESTs' limited socialization and non-participation into the local community of practices due to lack of collaboration with the local teachers constitute the major obstacle to the reconstruction of their professional identity. The findings of the study, therefore, could have implications in relatable contexts for better and more collaboration and cooperation between expatriate NESTs and local non-native-Englishspeaking teachers (NNESTs) given the growing interest in hiring NESTs in Asian countries.

A Historical Review of English Language Education in Vietnam

Curricular Innovation in Vietnam

Analysts of curricular innovation identify two different versions: the documented curriculum, or ... more Analysts of curricular innovation identify two different versions: the documented curriculum, or the intended innovation, which presents idealised innovative prescriptions, and the realised version, which is actually implemented in classrooms (Sakui 2004). This distinction reflects the complexity of curricular innovation, which has been acknowledged by many researchers both in mainstream education and in The small-scale study outlined in this paper explored how teachers implemented a curricular innovation in a Vietnamese secondary school. It was an attempt to address and, to a very limited extent, narrow the perceived gap between curricular rhetoric and classroom reality. The aim of the study was to explore the implementation process of a new curriculum in one specific context through an interpretation of qualitative data derived from classroom observation and post-observation in-depth interviews with teachers. The intention is to provide an opportunity for readers to consider the extent to which the same constraints tocurricular innovation might occur in their own teaching and learning contexts.

Theory-Practice Divide: Grammar Teaching

TEACHER LEARNING IN THE SCHOOL CONTEXT

Central to teacher professional development is teacher learning which is situated in a classroom,... more Central to teacher professional development is teacher learning which is situated in a classroom, a school, or an informal social setting. Using an ecological framework which incorporates a wide range of influences at multiple levels including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out to explore the influence of the school context on teachers' engagement in informal learning activities. Data are collected through semi-structured open-ended interviews with 6 EFL teachers working in different upper secondary schools in Vietnam in an attempt to uncover what types of informal learning activities these teachers engage in and how the school context affects their engagement. Findings show multiple work-based factors that influence teacher learning in the school. The study provides evidence to teacher educators about the relationship between school context and teachers' degree of engagement in informal learning.