Learner Autonomy in Foreign Language Policies in Vietnamese Universities: An Exploration of Teacher Agency from a Sociocultural Perspective

Autor/inn/en	Phan, T. T. Huyen; Hamid, M. Obaidul
Titel	Learner Autonomy in Foreign Language Policies in Vietnamese Universities: An Exploration of Teacher Agency from a Sociocultural Perspective
Quelle	In: Current Issues in Language Planning, 18 (2017) 1, S.39-56 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2016.1201231
Schlagwörter	Sociocultural Patterns; Personal Autonomy; Educational Policy; Second Language Learning; Teacher Role; Guidelines; Foreign Countries; English (Second Language); Second Language Instruction; Language Planning; Higher Education; Language Teachers; College Faculty; Teacher Attitudes; Teacher Responsibility; Credibility; Semi Structured Interviews; Vietnam + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Individuelle Autonomie; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Lehrerrolle; Richtlinien; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sprachwechsel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Lehrverpflichtung; Glaubwürdigkeit
Abstract	Learner autonomy (LA) is generally accepted as an important goal, either explicit or implicit, in language education policies across polities. Fostering LA in educational settings primarily depends on the role of teachers in enacting macro-level policies at the micro level. While various top-down and bottom-up frameworks for language policy implementation have been proposed, little attention has been given to the relationships between the macro and the micro contexts in relation to the policy and practice of LA. This paper, which is part of a larger project, examines these relationships to discuss their implications for fostering LA in the Vietnamese higher education context. It draws on data from interviews and classroom observations with university English teachers who are conceived as policy actors at the micro level. The findings suggest that while the translation of macro LA policies to the micro level can be seen as being characterised by "policy dumping", LA development in the English language classroom is also reflective of micro-level actors' exercise of agency. This agency is motivated by teachers' sense of responsibility towards their students and their academic wellbeing. It is argued that the voices of these policy actors should be granted more reception and credibility in negotiating LA in macro-micro policy processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01