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1
Perspectives on Teacher Professionalism: A Review of Literature
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Bài báo
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Perspectives on Teacher Professionalism: A Review of Literature

Duong, Thu Mai

2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/58955

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2
Role for Teachers in Nation Building and Future Icons
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Role for Teachers in Nation Building and Future Icons

Babu, K.Victor

Babu, K. V. (2016). Role for Teachers in Nation Building and Future Icons. VNU Journal of Science, Education Research, 32, 4, 53-57.; http://repository.vnu.edu.vn/handle/VNU_123/57213

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3
Why should we investigate secondary school teacher beliefs and teacher perceptions of English language teaching?
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Why should we investigate secondary school teacher beliefs and teacher perceptions of English language teaching?

Nguyen, Viet Hung

2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/58513

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4
Factors affecting teacher burnout: an example of EFL University teachers
Material Type:
Luận văn, Luận án
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Factors affecting teacher burnout: an example of EFL University teachers

Đinh, Thị Bưởi; Lê, Văn Canh

Đinh, T. B. (2014). Factors affecting teacher burnout: an example of EFL University teachers. Master’s thesis, Vietnam National University, Hanoi; 04051001136; http://repository.vnu.edu.vn/handle/VNU_123/41166

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5
Material Type:
Sách
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The Skillful Teacher On Technique Trust and Responsiveness in the Classroom

Brookfield Stephen

Jossey Bass; 2015 - (378.125 BRO 2015)

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6
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Better feedback for better teaching \b a practical guide to improving classroom observations

Jeff Archer Steve Cantrell Steven L Holtzman Jilliam N Joe Cynthia M Tocci Jess Wood

San Francisco CA Jossey Bass a Wiley brand; 2016

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7
Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers
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Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers

Dang, Thi Kim Anh

ISIKNOWLEDGE; 0742-051X; http://www.sciencedirect.com/science/article/pii/S0742051X12001527; http://repository.vnu.edu.vn/handle/VNU_123/32872

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8
Exploring the compatibility between English language teacher competency framework and English language teacher education curriculum of the University of Languages and International Studies – Vietnam National University, Hanoi
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Exploring the compatibility between English language teacher competency framework and English language teacher education curriculum of the University of Languages and International Studies – Vietnam National University, Hanoi

Phung, Thi Kim Dung

Phung, T. K. D. (2018). Exploring the compatibility between English language teacher competency framework and English language teacher education curriculum of the University of Languages. VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39; 2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/63125; https://doi.org/10.25073/2525-2445/vnufs.4299

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9
MULTIMODAL INSTRUCTION IN INITIAL TEACHER TRAINING: PROSPECTS AND CHALLENGES
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MULTIMODAL INSTRUCTION IN INITIAL TEACHER TRAINING: PROSPECTS AND CHALLENGES

Trần, Thị Hiếu Thủy; 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. Cazden et.al. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), pp. 60–92. 2. Clark, J. (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures. College Teaching, 56(1), pp. 39-44, DOI: 10.3200/CTCH.56.1.39-46302 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 3. Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Melbourne: Macmillan. 4. Green, B., & Bigum, C. (1993). Aliens in the classroom. Australian Journal of Education, 37(2), pp.119–141. 5. Kress, G. (2003). Literacy in the new Media Age. London: Routledge. 6. Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. Abingdon/New York: Routledge. 7. Lemke, J.L. (1998). Metamedia literacy: Transforming meanings and media. In D. Reinking, M.C. McKenna, L.D. Labbo and R.D. Keiffer (eds) Handbook of Literacy and Technology: Transformations in a Post-Typographic World (pp. 283–301). Mahwah: Lawrence Erlbaum Associates. 8. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, pp.60–92. 9. Ryan, J. et.al. (2010). Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers. Teachers and Teaching: theory and practice 16(4), pp477–489. 10. Sugahara, S. & Boland, G. (2006). The Effectiveness of PowerPoint presentations in the Accounting Classroom. Accounting Education, 15(4), pp. 391-403, DOI: 10.1080/ 09639280601011099. 11. Vaish, V. & Towndrow, P.A. (2010). Chapter 12: Multimodal Literacy in Language Classrooms. Sociolinguistics and Language Education (eds. Hornberger, N. & McKay, S.L.). Bristol: Multilingual Matters, pp. 317 – 348. 12. Yi, Youngjoo & Angay-Crowder, T. (2016). Multimodal Pedagogies for Teacher Education in TESOL. TESOL QUARTERL, 50(4), pp. 988-998 13. Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham: Open University Press.; 978-604-62-4686-2; http://repository.vnu.edu.vn/handle/VNU_123/67392

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10
Better feedback for better teaching : \b a practical guide to improving classroom observations
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Sách
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Better feedback for better teaching : \b a practical guide to improving classroom observations

Jeff Archer, Steve Cantrell, Steven L. Holtzman, Jilliam N. Joe, Cynthia M. Tocci, Jess Wood.

http://repository.vnu.edu.vn/handle/VNU_123/61915

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11
“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0?
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Bài báo
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“Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0?

Hoang, Van Van

Hoang, V. V. (2019). “Inspiration and success for all learners”: How do Vietnamese efl school teachers perceive their roles and what style of teacher are they in the era of industry 4.0? VNU Journal of Foreign Studies, Vol.35, No.3 (2019) 1-40; 2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/66804; https://doi.org/10.25073/2525-2445/vnufs.4366

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12
The curriculum for english language teacher education in australian and vietnamese universities
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The curriculum for english language teacher education in australian and vietnamese universities

Nguyen, Minh Hue

http://repository.vnu.edu.vn/handle/VNU_123/28257

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13
AN EXPLORATORY STUDY ON TEACHER TALK AND STUDENTS’ LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL CONTEXT
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AN EXPLORATORY STUDY ON TEACHER TALK AND STUDENTS’ LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL CONTEXT

Phan, Thị Loan Trang; 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS “LINGUISTICS - FOREIGN LANGUAGE EDUCATION INTERDISCIPLINARY FIELDS; Trường Tiểu học Tứ Hiệp, Thanh Trì, Hà Nội

1. Allwright, D. & Bailey, K. (1991). Focus on the Language Classroom. New York: Cambridge University Press. 2. Ellis, R. (1985). Understanding Second Language Acquisition.Shanghai: Shanghai Foreign Language Education Press. 3. Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Heinemann.Heritage, J. (2005). Cognition in discourse. In H. te Molder & J. Poter (Eds.), Conversation and cognition (pp. 184-202). Cambridge: Cambridge University Press. 4. Krashen SD (1985) The Input Hypothesis. New York: Longman. 5. Love, K. (1991): Towards a further analysis of teacher talk. Australian Review of Applied Linguistics 14(2): 30–72. 6. Richards, J. C. (1992). Longman Dictionary of Language teaching &Applied linguistics. Beiing: Foreign Language Teaching and Research Press. 7. Tsang, W. K. (2004). Feedback and uptake in teacher-student interaction: an analysis of 18 English lessons in Hong Kong secondary classrooms. RELC Journal, 35(2), 187-209. 8. Van Lier L (2004) The Ecology and Semiotics of Language Learning: A Socio cultural Perspective. Dordrecht: Kluwer Academic Publishers. 9. Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language teaching research, 6(1), 3-23.; 978-604-62-6097-4; http://repository.vnu.edu.vn/handle/VNU_123/67644

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14
Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers
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Bài báo
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Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers

Dang, Thi Kim Anh

http://repository.vnu.edu.vn/handle/VNU_123/27541

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15
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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16
PERSONAL, CONTEXTUAL AND PROFESSIONAL INTEGRATION OF TEACHER IDENTITY IN LANGUAGE TEACHING
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PERSONAL, CONTEXTUAL AND PROFESSIONAL INTEGRATION OF TEACHER IDENTITY IN LANGUAGE TEACHING

Dương, Thanh Hảo; 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS “LINGUISTICS - FOREIGN LANGUAGE EDUCATION INTERDISCIPLINARY FIELDS

1. Abendroth-Timmer D, Hennig E-M (2015) Plurilingualism and multiliteracies: identity construc- tion in language education. Plurilingualism and Multiliteracies: International Research on Identity Construction in Language Education. Frankfurt: Peter Lang, 23–37. 2. Beiaard, D., Verloop, N., Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, vol. 16, pp. 749-764. 3. Ben-Peretz, M., Mendelson, N., Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, vol. 19, n. 2, pp. 277-290. 4. Beauchamp C, Thomas L (2009) Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education 39(2), 175–189. 5. Block, D. (2009). Second language identities. London: Continuum. 6. Borg S (2006) Teacher Cognition and Language Education: Research and Practice. London: Continuum. 7. Day, C., Kington, A. (2008). Identity, well-being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture, and Society, vol. 16, n. 1, pp. 7-23. 8. Farrell TC (2009). The novice teacher experience. In: Burns A, Richards JC (eds) The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press, 182–89. 9. Freeman D, Richards JC (1993) Conceptions of teaching and the education of second language teachers. TESOL Quarterly 27(2): 193–216. 10. Gee, J. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education. 25, 99-125. 11. Johnson KE (1996) Cognitive apprenticeship in second language teacher education. In: Tinker Sachs G, Brock M, and Lo R (eds) Directions in Second Language Teacher Education. Hong Kong: City University of Hong Kong, 23–36. 12. Johnson, K. (2003). “Every experience is a moving force”: identity and growth through mentoring. Teaching and Teacher Education, 19, 787-800.2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS... 191 13. Kelchtermans, G. (1993). Geting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, vol. 9, n. 5-6, pp. 443-456 14. Lave J, Wenger E (1991) Situated Learning. Cambridge: Cambridge University Press. 15. Mishler, E. G. (1999). Storylines: Crafartists’ narratives of identity. Cambridge, MA: Harvard University Press. 16. Miller, J. P. (2006). Educating for wisdom and compassion: Creating conditions for timeless learning. Thousand Oaks, CA: Corwin Press. 17. Miller, J. (2009). Teacher identity. Burn, A. & Richards, J.C. (Eds.), Second language teacher education (pp.172-181). New York: Cambridge Press. 18. Morgan, B. (2004). “Teacher identity as pedagogy: Towards a feld-internal conceptualization in bilingual and second language education.” Bilingual Education and Bilingualism 7(2&3): 172-188. 19. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Pearson Education Limited. 20. Palmer PJ (2007) The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (10th Anniversary Edition). San Francisco: Jossey-Bass. 21. Pennington MC (1989) Faculty development for language programs. In: Johnson RK (ed.) The Second Language Curriculum. New York: Cambridge University Press, 91 110. 22. Pennington MC (1995a) Patern and variation in use of two languages in the Hong Kong secondary English class. RELC Journal 26(2): 80–105. 23. Pennington MC (1995b) The teacher change cycle. TESOL Quarterly 29(4): 705–31. 24. Pennington MC (1996) Sensitizing bilingual teachers to the use of two languages in the English class. In: Tinker Sachs G, Brock M, and Lo R (eds) Directions in Language Teacher Education. Hong Kong: City University of Hong Kong, 37–58. 25. Pennington MC (1999) Rules to break and rules to play by: implications of different conceptions of teaching for language teacher development. In: Trappes-Lomax H, McGrath I (eds) Theory in Language Teacher Education. London: Longman, 99–108. 26. Pennington MC (2015) Teacher identity in TESOL: a frames perspective. In: Cheung YL, Said SB, and Park K (eds) Teacher Identity and Development in Applied Linguistics: Current Trends and Perspectives. London: Routledge, 16–30. 27. Pennycook, A. 2001. Critical Applied Linguistics: A Critical Introduction. New Jersey: Lawrence Erlbaum Associates. 28. Richards JC (1996) Teachers’ maxims in language teaching. TESOL Quarterly 30(2): 281–96. 29. Richards JC (1998) Beyond Training. New York: Cambridge University Press. 30. Richards JC (2012) Competence and performance in language teaching. In: Burns A, Richards JC (eds) The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. New York: Cambridge University Press, 46–59.192 2018 INTERNATIONAL CONFERENCE PROCEEDINGS GRADUATE RESEARCH SYMPOSIUM PROCEEDINGS... 31. Richards JC (2015b) Key Issues in Language Teaching. New York: Cambridge University Press. 32. Roberts, J. (1998). Language teacher education. London, UK: Arnold Publishing. 33. Sachs J (2005) Teacher education and the development of professional identity: learning to be a teacher. In: Denicolo P, Kompf M (eds) Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities. Oxford: Routledge, 5–21. 34. Tsui ABM (1995) Exploring collaborative supervision in inservice teacher education. Journal of Curriculum Supervision 10(4): 346–71. 35. Varghese, M., Morgan, B., Johnston, B., &Johnson, K.A (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44. 36. Zahorik JA (1986) Acquiring teaching skills. Journal of Teacher Education (March–April): 21–25. 37. Zimmerman DH (1998) Discoursal identites and social identities. In: Antaki C, Widdicombe S (eds) Identities in Talk. London: Sage, 87–106.; 978-604-62-6097-4; http://repository.vnu.edu.vn/handle/VNU_123/67492

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17
ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENT IN VIETNAM HIGHER EDUCATION INSTITUTIONS
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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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Mediating teacher professional identity: The emergence of humanness and ethical identity
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Mediating teacher professional identity: The emergence of humanness and ethical identity

Tran, Thi Ly; Nguyen, Thi Nhai

http://repository.vnu.edu.vn/handle/VNU_123/28272

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Tree of life: Teachers' reflection on their teaching career
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Tree of life: Teachers' reflection on their teaching career

Mai, Ngoc Khoi

Mai, N. K. (2018). Tree of life: Teachers' reflection on their teaching career. VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 103-115; 2525-2445; http://repository.vnu.edu.vn/handle/VNU_123/63153; https://doi.org/10.25073/2525-2445/vnufs.4305

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Understanding Teacher Efficacy to Teach English for Specific Purposes
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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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