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1
Novice efl teachers' participation in professional development in their community of practice
Material Type:
Luận văn, Luận án
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Novice efl teachers' participation in professional development in their community of practice

Bùi, Thị Khánh Huyền; Lê, Văn Canh

Bùi, T. K. H. (2017). Novice efl teachers' participation in professional development in their community of practice. Master’s thesis, Vietnam National University, Hanoi; http://repository.vnu.edu.vn/handle/VNU_123/54574

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2
Material Type:
Luận văn, Luận án
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3
COURSE DESIGN AS A PROFESSIONAL DEVELOPMENT ACTIVITY: A CASE STUDY IN A UNIVERSITY
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Sách
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COURSE DESIGN AS A PROFESSIONAL DEVELOPMENT ACTIVITY: A CASE STUDY IN A UNIVERSITY

Nguyễn, Thị Chi; 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS “LINGUISTICS - FOREIGN LANGUAGE EDUCATION INTERDISCIPLINARY FIELDS; University of Languages and International Studies – VNU

1. Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston: Heinle & Heinle. 2. Brody, D. L., & Hadar, L. L. (2015). Personal professional trajectories of novice and experienced teacher educators in a professional development community. Teacher Development, 246-266. 3. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge. 4. Craig, H. J., Kraf, R. J., & du Plessis, J. (1998). Teacher development: Making an impact. Papua New Guinea: World Bank. 5. Dang, T. K. (2013). Identity in activity: Examining teacher professional identity formation in the paaired-placement of student teachers. Teaching and Teacher Education, 47-59. 6. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward beter conceptualization and measure. Educational Research, 181-199. 7. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 81-112. 8. Dewey, J. (1938). Experience and Education. New York, NY: Kappa Delta Pi. 9. Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching: theory and practice, 381-391.68 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS... 10. Johnson, & Golomobek. (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge. 11. Kennedy, M. (1998). Form and substance in inservice teacher education. National Center for Improving Science Education. 12. Kennedy, M. M. (2016). How does professional development improve teaching. Review of Educational Research, 945-980. 13. Musingaf, M. C., Mhute, I., Zebron, S., & Kaseke, K. E. (2015). Planning to teach: Interrogating the link among the curricular, the syllabi, schemes and lesson plans in the teaching process. Journal of Education and Practice, 54-59. 14. Nation, I., & Macalister, J. (2010). Language curriculum design. New York: Routledge. 15. O’Neill, G. (2015). Curriculum design in higher education: Theory and practice. Dublin: UCD Teaching and Learning. 16. Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: strategies for teacher learning. USA: Cambridge University Press. 17. Shawer, S. (2010). Classroom-level teacher professional development and satisfaction: teachers learn in he context of classroom-level curriculum development. Professional Development in Education, 597-620. 18. Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmiters. Teaching and Teacher Education, 173-184. 19. Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Techer Education , 296-313. 20. Shawer, S., Gilmore, D., & Banks-Joseph, S. (2009). Learner-driven EFL curriculum development at the classroom level. International Journal of Teaching and Learning in Higher Education, 125-143. 21. Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement. International Journal of Educational Development, 207-213.; 978-604-62-6097-4; http://repository.vnu.edu.vn/handle/VNU_123/67476

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4
Students’ Significant Learning in Higher Education as a Valuable Tool for Pedagogical Professional Development 1 : An Action Research
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Bài báo
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Students’ Significant Learning in Higher Education as a Valuable Tool for Pedagogical Professional Development 1 : An Action Research

Nguyen, Duy Khang

2588-1159; http://repository.vnu.edu.vn/handle/VNU_123/59624

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5
Primary English language teachers’ engagement in professional development
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Bài báo
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Primary English language teachers’ engagement in professional development

Nguyen, Thi Thom Thom; Pham, Thi Thanh Thuy

Nguyen, T. T. T., Pham, T. T. T. (2019). Primary English language teachers’ engagement in professional development. VNU Journal of Foreign Studies, Vol.35, No.1 (2019) 131-142; 2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/64448; https://doi.org/10.25073/2525-2445/vnufs.4342

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6
Understanding Teacher Efficacy to Teach English for Specific Purposes
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Bài báo
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Understanding Teacher Efficacy to Teach English for Specific Purposes

Nguyen, Thanh Nga; Ngo, Dung Nga

1738-1460; http://repository.vnu.edu.vn/handle/VNU_123/61843

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7
VIETNAMESE HIGH SCHOOL ENGLISH TEACHERS’ ATTITUDES, PERCEPTIONS AND EXPERIENCE IN CLIL
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Sách
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VIETNAMESE HIGH SCHOOL ENGLISH TEACHERS’ ATTITUDES, PERCEPTIONS AND EXPERIENCE IN CLIL

Trần, Thị Thu Hiền; DẠY VÀ HỌC NGOẠI NGỮ GẮN VỚI CHUYÊN NGÀNH TRONG BỐI CẢNH HỘI NHẬP QUỐC TẾ: LÍ LUẬN VÀ THỰC TIỄN; University of Languages and International Studies, Vietnam National University, Hanoi

1. Ball, P. (2006) Defning CLIL Parameters. Retrieved from http://www.onestopenglish.com/ clil/methodology/articles/ June 2012. 2. Coyle, D. Holmes. B. and King, L. (2009) Towards an Integrated Curriculum: CLIL National Statement and Guidelines, London: The Languages Company. 3. Coyle, D., Hood P. and Marsh, D. (2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. 4. Marsh, D. (2002) CLIL/EMILE- The European Dimension: Actions, Trends and Foresight Potential, Brussels: European Commission. 5. Marsh, D. & Langé G. (2000) Using Languages to Learn and Learning to Use Languages. Jyväskylá: UniCOM, University of Jyväskylä on Behalf of TIECLIL. 6. Marsh, D., Mehisto, P., Wolff, D., Frigols-Martin, M. (2010) The European Framework for CLIL Teacher Education, Graz: European Centre for Modern Languages (ECML). 7. MOET (2014). Missive 792/BGDĐT- NGCBQLGD on the Guidelines to implement Competency Framework for English Teachers in General Education. 8. Viet Nam Government (2008). Decision 1400/QĐ-TTg on the Approval of the Project entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020”. 9. Viet Nam Government (2017). Decision 2080/QĐ-TTg on the Approval of the Adjustment to Project entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2017-2025”.; 978-604-62-4686-2; http://repository.vnu.edu.vn/handle/VNU_123/67327

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8
EFL TEACHERS’ PERCEPTIONS OF ACTION RESEARCH AND ITS ROLE IN THEIR PROFESSIONAL DEVELOPMENT
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EFL TEACHERS’ PERCEPTIONS OF ACTION RESEARCH AND ITS ROLE IN THEIR PROFESSIONAL DEVELOPMENT

Nguyễn, Thanh Vân; 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS “LINGUISTICS - FOREIGN LANGUAGE EDUCATION INTERDISCIPLINARY FIELDS; Trường Đại học Ngoại ngữ - ĐHQGHN

1. Bailey, K. M., Curtis, A., Nunan, D., & Fan, D. (2001). Pursuing professional development: The self as source (Vol. 63, No. 59, p. 4). Boston, MA: Heinle & Heinle. 2. Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp.7-33). Amsterdam: Kluwer Academic. 3. Burns, A. (2005). Action research: An evolving paradigm?. Language teaching, 38(2), 57-74. 4. Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge. 5. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge University Press. 6. Hinchey, P. H. (2008). Action Research Primer. New York: Peter Lang Publishing 7. Igawa, K. (2008). Professional development needs of EFL teachers practicing in Japan and Korea. International Buddhist University Bulletin, 45, 431-455. 8. Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805. 9. McDonough, J.(1997) . Teacher research and teacher development. In K. Johnson, & H. Johnson.(Eds.) , Encyclopedic dictionary of applied linguistics: A handbook for language teaching(pp. 318-320) . Malden, MA: Blackwell 10. Nguyen, T. C. H (2009). A study on how oral practice can change Tran Nguyen Han 10th graders’ atitudes towards grammar learning. Master thesis, University of Languages and International Studies, Vietnam National University Hanoi.780 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS... 11. Nguyen, T. V. (2010). Improving Freshmen’s intonation through English pop songs. Graduation Paper of Bachelor Degree, University of Languages and International Studies, Vietnam National University 12. Nguyen, T. V. (2015). Applying Oral Mini-tests in Grammar lessons at Vietnam National University, Hanoi. Minor thesis for Master Degree, Victoria University, Melbourne, Australia in the joint program with Hanoi University, Vietnam 13. Nunan, D. (1992). Research methods in language learning. Cambridge University Press. 14. Richards, J. C., & Farrell, T. S. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge University Press. 15. Tran, T. T. P (2008). An action research on the use of continuous feedback to improve the frst year students’ English pronunciation at the English Department, College of Foreign Languages, Vietnam National University, Hanoi. Master thesis. University of Languages and International Studies, Vietnam National University Hanoi 16. Underhill, A. (1997). The teacher development series. Head, K and Taylor, P. Readings in Teacher Development. Oxford: Heinemman.VII 17. Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning.; 978-604-62-6097-4; http://repository.vnu.edu.vn/handle/VNU_123/67656

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9
Lesson Study as a Means to Innovation for Good Practices in Teaching and Learning Mathematics in Vietnam
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Bài báo
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Lesson Study as a Means to Innovation for Good Practices in Teaching and Learning Mathematics in Vietnam

Trần, Vui

Trần, V. (2014). Lesson Study as a Means to Innovation for Good Practices in Teaching and Learning Mathematics in Vietnam. VNU Journal of Science: Education Research, Vol. 30, No. 4, 31-40; http://repository.vnu.edu.vn/handle/VNU_123/57479

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10
In search of effective professional development of efl teachers in Vietnam
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Bài báo
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In search of effective professional development of efl teachers in Vietnam

Truong, Vien

2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/59127

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11
In search of a scientific basis for teacher preparation
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In search of a scientific basis for teacher preparation

Gable, Robert A; Journal of Social Sciences and Humanities

Gable, R. A. (2016). In search of a scientific basis for teacher preparation. Journal of Social Sciences and Humanities, Vol 2, No 5 (2016) 564-574.; http://repository.vnu.edu.vn/handle/VNU_123/64693

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12
ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENT IN VIETNAM HIGHER EDUCATION INSTITUTIONS
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Sách
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ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENT IN VIETNAM HIGHER EDUCATION INSTITUTIONS

Lê, Thị Thùy Nhung; DẠY VÀ HỌC NGOẠI NGỮ GẮN VỚI CHUYÊN NGÀNH TRONG BỐI CẢNH HỘI NHẬP QUỐC TẾ: LÍ LUẬN VÀ THỰC TIỄN

1. Aguilar, M., & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 183-197. 2. Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Journal of the European association of languages for specifc purposes, 22, 35-54. 3. Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English medium teaching in Korean higher education: Policy, debates and reality. Higher Education, 62(4), 431-449. 4. Chang, Y.-Y. (2010). English medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwanese International ESP Journal, 2(1), 55-84. 5. Coleman, J. (2004). The language of higher education. Paper presented at the Language and the future of Europe: Ideologies, policies and practices, University of Southampton. 6. Coleman, J. (2006). English medium teaching in European higher education. Language Teaching, 39(1), 1-14. 7. Collins, B. A. (2010). English medium higher education: Dilemma and problems. Egitim Arastirmalari-Eurasian Journal of Educational Research, 39, 97-110. 8. Costa, F., & Coleman, J. A. (2012). A survey of English medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16, 3-19. doi: 10.1080/13670050.2012.676621 9. Cots, J. (2012). Introducing English medium instruction at the university of Lleida, Spain: Intervention, beliefs and practices. In A. Doiz, D. Lasagabaster & J. Sierra (Eds.), English medium instruction at universities: Global challenges (pp. 106-128). Bristol: Multilingual Matters. 10. Crawford, C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for Business lectures in English. English for Specifc Purposes, 29(4), 268-280.210 KỶ YẾU HỘI THẢO KHOA HỌC QUỐC TẾ DẠY VÀ HỌC NGOẠI NGỮ GẮN VỚI CHUYÊN NGÀNH TRONG BỐI CẢNH HỘI NHẬP QUỐC TẾ: LÍ LUẬN VÀ THỰC TIỄN 11. Doiz, A., Lasagabaster, D., & Sierra, J. (2011). Internationalisation, multilingualism and English medium instruction: The teachers’ perspective. World Englishes, 30(3), 345-359. 12. Earls, C. W. (2016). Evolving agendas in European English-medium higher education: Interculturality, multilingualism and language policy. Basingstoke: Palgrave Macmillan. 13. Flowerdew, J., & Miller, L. (1992). Student perceptions, problems and strategies in second language lecture comprehension. RELC Journal, 23(2), 60-80. doi: 10.1177/003368829202300205 14. Guarda, M., & Helm, F. (2016). ‘I have discovered new teaching pathways’: The link between language shift and teaching practice. International Journal of Bilingual Education and Bilingualism, 1-17. doi: 10.1080/13670050.2015.1125848 15. Hamid, M. O., & Kirkpatrick, A. (2016). Foreign language policies in Asia and Australia in the Asian century. Language Problems and Language Planning, 40(1), 26-46. doi: 10.1075/ lplp.40.1.02ham 16. Hellekjaer, G. (2010). Language matters: Assessing lecture comprehension in Norwegian English medium higher education. In C. Dalton-Puffer, T. Nikula & U. Smit (Eds.), Language use and language learning in CLIL classroom (pp. 233-258). Amsterdam: John Benjamins. 17. Hou, A., Morse, R., Chiang, C., & Chen, H. J. (2013). Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: A perspective of non-English-speaking Asian country. Asia Pacifc Education Review, 14(3), 359-370. doi: 10.1007/s12564-013-9267-8 18. Hu, G., Li, L., & Lei, J. (2014). English medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13(1), 21-40. doi: 10.1007/s10993-013-9298-3 19. Huang, F. (2006). Internationalization of university curricula in Japan: Major policies and practice since the 1980s. Journal of Studies in International Education, 10(2), 102-118. 20. Kirkpatrick, A. (2011). English as a medium of instruction in Asian education (from primary to tertiary): Implications for local languages and local scholarship. Applied Linguistics Review, 2011, 99-119. 21. Klaassen, R. G., & Graaff, D. (2001). Facing innovation: Preparing lecturers for English medium instruction in a non-native context. European Journal of Engineering Education, 26(3), 281-289. 22. Lavelle, T. (2008). English in the classroom: Meeting the challenge of English medium instruction in international Business schools. In P. Mårtensson, M. Bild & K. Nilsson (Eds.), Teaching and learning at Business schools (pp. 137–153). Aldershot: Gower. 23. Le, D. M. (2012). English as a medium of instruction at tertiary education system in Vietnam. The journal of Asia TEFL, 9(2), 97-122. 24. Le, T. T. N. (2016). Exploring students’ experiences of English-medium instruction in Vietnamese universities. (Doctor of Philosophy PhD Thesis), University of Newcastle, Australia, Newcastle. (PhD Thesis)ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENT IN VIETNAM... 211 25. Lehikoinen, A. (2004). Foreign-language-medium education as national strategy. In R. Wilkinson (Ed.), Integrating content and language: Meeting the challenge of a multilingual higher education. Maastricht: Universitaire Pers. 26. Lei, J., & Hu, G. (2014). Is English medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99-126. doi: 10.1515/iral-2014-0005 27. Manakul, W. (2007). English in engineering education for Japanese graduate students. Australasian Association of Engineering Education, 13(2), 53-63. 28. Miller, L. (2009). Engineering lectures in a second language: What factors facilitate students’ listening comprehension? Asian EFL Journal, 11(2), 8-30. 29. Ministry of Education and Training (MoET). (2008). Proposal on foreign language education in the national educational system 2008-2020. Retrieved 26 March, 2012, from www.cfl. udn.vn/uploads/uploads/Vanban/.../3121_Deanngoaingu.pd... 30. Ministry of Education and Training (MoET). (2010). Advanced programs in Vietnamese universities 2008-2015. Retrieved 26 March, 2012, from dttt.vimaru.edu.vn/system/fles/ DeAnCTTT.pdf 31. Ministry of Education and Training (MoET). (2013). Education Statistics 2013. Retrieved 3 April, 2014, from http://www.moet.gov.vn/?page=11.10&view=5251 32. Ministry of Education and Training (MoET). (2014). Promulgation of High Quality Programs in Vietnamese universities. from http://www.moet.gov.vn/?page=6.10&view=251 33. Nguyen, T. H., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university: Language, pedagogy and policy issues. In B. Fenton-Smith & I. Walkinshaw (Eds.), English Medium Instruction in higher education in Asia-Pacifc: From policy to pedagogy (pp. 37-52): Springer. 34. Park, H. (2007). English medium instruction and content learning. English Language and Linguistics, 23(2), 257-274. 35. Phillipson, R. (2009). English in higher education: Panacea or pandemic? Angles on the English Speaking World, 9, 29-57. 36. Sert, N. (2008). The language instruction dilemma in Turkish context. System, 36, 156-171. 37. Smith, K. (2004). Studying in an additional language: What is gained, what is lost and what is assessed? In R. Wilkinson (Ed.), Integrating content and language: Meeting the challenge of a multilingual higher education (pp. 78-93): Maastricht: Universitaire Pers. 38. Tange, H. (2010). Caught in the tower of Babel: University lecturers’ experiences with internationalisation. Language and Intercultural Communication, 10(2), 137-149. 39. Tatzl, D. (2011). English medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10(4), 252–270.212 KỶ YẾU HỘI THẢO KHOA HỌC QUỐC TẾ DẠY VÀ HỌC NGOẠI NGỮ GẮN VỚI CHUYÊN NGÀNH TRONG BỐI CẢNH HỘI NHẬP QUỐC TẾ: LÍ LUẬN VÀ THỰC TIỄN 40. Tollefson, J. W., & Tsui, A. B. M. (2004). The centrality of medium of instruction policy in sociopolitical processes. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 1-18). Mahwah, NJ: Lawrence Erlbaum. 41. UNESCO. (2013). Vietnam’s education strategies: 2009-2020. Retrieved 15 October, 2013, from http://planipolis.iiep.unesco.org/upload/Viet%20Nam/Viet_Nam_Education_%20 strategy_2009-2020_viet.pdf 42. Vietnam Government. (2014). Fundamental and comprehensive reform of hgher education 2006-2020. Retrieved December 5, 2014, from http://www.chinhphu.vn/portal/page/portal/ chinhphu/hethongvanban?class_id=509&_page=4&mode=detail&document_id=14954 43. Vietnamese International Education Development (VIED). (2017). Danh sách các chương trình liên kết đào tạo đã được bộ giáo dục và đào tạo phê duyệt [Joint-degree programs approved by the Ministry of Education and Training]. Retrieved 10 August 2018, from http://vied.vn/vn/media/tainguyen/tailieuhuongdan/danh-muc-cac-chuong-trinh-lien-ketdao-tao-da-duoc-bo-gddt-phe-duyet_5740.aspx 44. Vinke, A. A., Snippe, J., & Jochems, W. (1998). English medium content courses in nonEnglish higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383-394. 45. Vu, T. T. N., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The journal of Asia TEFL, 11(3), 1-31. 46. Wächter, B., & Maiworm, F. (2002). English-language-taught degree programmes in European Higher Education: Trends and success factors. Bonn: Lemmens. 47. Wächter, B., & Maiworm, F. (2008). English-taught programmes in European higher education: The picture in 2007. Bonn: Lemmens. 48. Wilkinson, R. (2012). English medium instruction at a Dutch university: Challenges and pitfalls. In A. Doiz, D. Lasagabaster & J. Sierra (Eds.), English medium instruction at universities: Global challenges (pp. 3-24). Bristol: Multilingual Matters.; 978-604-62-4686-2; http://repository.vnu.edu.vn/handle/VNU_123/67342

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13
HIGH-SCHOOL ENGLISH TEACHERS’ DIFFICULTIES IN THE APPLICATION OF THE NEW SET OF ENGLISH TEXTBOOKS AND SOME TEACHER TRAINERS’ SUGGESTIONS
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HIGH-SCHOOL ENGLISH TEACHERS’ DIFFICULTIES IN THE APPLICATION OF THE NEW SET OF ENGLISH TEXTBOOKS AND SOME TEACHER TRAINERS’ SUGGESTIONS

Nguyễn, Thị Thùy Trang; 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS “LINGUISTICS - FOREIGN LANGUAGE EDUCATION INTERDISCIPLINARY FIELDS; Trường Đại học Ngoại Ngữ - Đại học Quốc gia Hà Nội

1. Csapó, B., Csépe, V., Fazekas, K., Havas, G., Herczog, M., Kárpáti, A., … Varga, J. (2009). Green book for the renewal of public education in Hungary. Retrieved July 10, 2018, from htp://mek.oszk.hu/08200/08221/08221.pdf 2. Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann. 3. Defnition of Professional Development. (n.d.). Retrieved November 30, 2017, from htps://learningforward.org/who-we-are/professional-learning-defnition 4. Glossary. (n.d.). Retrieved November 30, 2017, from htps://learningportal.iiep.unesco. org/en/glossary/Formaci%25C3%25B3n%2520en%2520el%2520servicio 5. Hoang, V. V. (2016). Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization. VNU Journal of Science,32(4), 9-20. Retrieved November 30, 2017, from htps://js.vnu.edu.vn/ER/article/view/3845/3576. 6. Ministry of Education and Training. 2006. The English curriculum for the secondary school. Hanoi: Education Publisher. 7. Mizell, H. (2010). Why professional development maters. Retrieved from htps:// learningforward.org/docs/default-source/pdf/why_pd_maters_web.pdf 8. Nguyen, Thuy-Minh. (2007). Textbook evaluation: the case of English textbooks currently in use at Vietnam’s upper-secondary school. Unpublished research report. Singapore: RELC SEAMEO. . 10.13140/RG.2.1.1219.2165. 9. Pre-service teacher training. (n.d.). Retrieved November 30, 2017, from htp://uis.unesco. org/en/glossary-term/pre-service-teacher-training 10. PROFESSIONAL DEVELOPMENT. (2013, August 29). Retrieved November 30, 2017, from htp://edglossary.org/professional-development/ 11. Sheldon, L. (1988). Evaluating ELT textbooks and materials. Retrieved from htp://citeseerx. ist.psu.edu/viewdoc/download?doi=10.1.1.473.7638&rep=rep1&type=pdf; 978-604-62-6097-4; http://repository.vnu.edu.vn/handle/VNU_123/67620

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14
Go blended! : a handbook for blending technology in schools
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Go blended! : a handbook for blending technology in schools

Arney Liz

San Francisco : Jossey-Bass, [2015] - (371.3 ARN 2015) - ISBN9781118974209 (paperback)

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Global voices in education Volume II Ruth Wong memorial lectures

Springer; 2017 - (370)

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Go blended a handbook for blending technology in schools

Arney Liz

Jossey Bass a Wiley brand; 2015 - (371.3 ARN 2015)

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Gender justice education and equality creating capabilities for girls' and women's development

Cin Firdevs Melis

Palgrave Macmillan; 2017 - (370.82)

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Preparing Informal Science Educators Perspectives from Science Communication and Education

Springer; 2017 - (507.1)

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Service Learning as Pedagogy in Early Childhood Education Theory Research and Practice

Springer; 2017 - (378.103)

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A Companion to Research in Teacher Education

Springer; 2017 - (370.711)

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