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*

Faculty of English Language Teacher Education, VNU University of Languages
and International Studies, Pham Van Dong, Cau Giay, Hanoi, Vietnam

Received 17 August 2018

Revised 25 September 2018; Accepted 28 September 2018

Abtract: Quality assurance is always a key issue in any education system. Among many approaches
to enhance national education quality, the practice of designing and implementing competency frameworks
for quality language teaching has been adopted in countries across the world. The recent passage of the
English Teacher Competency Framework (ETCF) in Vietnam in 2012 reflects the government’s efforts
in defining, promoting, and maintaining education quality. This thereby urges language teacher training
programs in the country to meet the national teacher standards. But how can the outcomes of a program be
formed and mapped to the national system of teacher standards? Is English Language Teacher Education
Program (ELTE) introduced in 2012 at the University of Languages and International Studies – Vietnam
National University, Hanoi (ULIS – VNU) aligned with the standards in the national ETCF published in
December, 2012 by the Ministry of Education and Training? To answer this important question, a study
has been conducted to investigate the level of alignment between the ELTE curriculum and the ETCF. By
means of document analysis in which course syllabi are examined side by side with the competencies of the
framework, the researcher has reached firm conclusions that there are still mismatches and gaps between
the curriculum and the ETCF. Several competencies in the ETCF have not been properly addressed in the
curriculum while some courses deal with competencies that are not exactly meant in the ETCF. The author
then has proposed suggestions for curriculum designers to bring the courses and ETCF standards together
to ensure full compatibility between them.
Keywords: English Language Teacher Education Curriculum (ELTE Curriculum), teacher standards,
domain (D), compatibility, English Teacher Competency Framework (ETCF)
1. Introduction 1
for foreign languages is stronger than ever
before as the nation engages regionally and
Vietnam has a long history of English internationally and English is often used
teaching and teacher training. The demand as an official or working language. In the
early 21st century, more than ever, students
*
Tel.: 84-943032992 need high quality education, soft skills,
Email: [email protected]
26 P.T.K. Dung/ VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39

technology, and the ability to use foreign to address the development in graduates
languages to communicate effectively in a the appropriate attitudes, knowledge, and
multilingual, multicultural region and world, skills necessary for their future profession.
to connect and contribute to educational and Essential supplementary skills such as study
economic advancement of their countries. The skills (presentation skills, self-study skills,
connection between English and a nation’s research skills, critical and creative thinking
economic growth is apparent. Vietnam is not skills, etc.), soft skills (team work, problem-
an exception of this current trend. solving skills, etc.) were also added to the
As one of the leading institutions in programme.
foreign language teacher education, ULIS - The new programme thus focuses more
VNU with its more than 60-year history in the on the application in local context of modern
making bears responsibility to provide high English language teaching and learning
quality professional training for both pre- paradigms such as communicative language
service and in-service teachers throughout teaching (CLT), learner-centeredness and
Vietnam. learner autonomy, to reflect the needs of its
learner population. The revised program offers
2. ELTE Curriculum in ULIS – VNU a wider range of courses in English teaching
and learning methdology, psychology, and
ELTE Program is one of the key programs research methodology. It aims to help learners
at ULIS – VNU. While the university has develop the capacity for engaging in critical
more than 60 years in the making, the enquiry into various aspects of the study, and
program has at least 60 years of development. the teaching of language. It is composed of
The ELTE Program was initially prepared both required courses and elective courses
and implemented in 1958. The first intake providing the learners with options for a broad
graduated around four years later. This education in foreign language education,
program aimed at providing the theoretical professional developement, and an in-depth
knowledge of teaching methodology as inquiry into particular areas of interest so as
mandated by the Ministry of Education to gain and develop expertise and experience.
and Training, which was transmitted in a The 2012 program also saw the
traditional didactic manner. introduction of expected learning outcomes
As time went by and together with the which students must achieve as a requirement
development of English into the main working for their graduation. In terms of language
language in international transactions, the proficiency, students are expected to reach
need for teaching this language grows. Quality C1 – the fifth level on the 6-levelled scale of
teachers of English are on greater demand Common European Framework of Language
throughout the country. Quality assurance is References (CEFR). Regarding teaching, they
always one of the key points that the program were initially taught basing on the outcomes
administrators have been striving for. The set by the course designers because at that
program has undergone a good number of time ETCF was little known among the
assessment and review efforts. The latest was teachers. As a matter of fact, there has been no
in 2012 when huge changes were adopted to comparison between ETCF and specialized
make the curriculum more coherent, practical methodology courses from the beginning of
and updated. The objectives were rewritten the programme.
VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 27

In 2015, another attempt was taken to (Project 2020). The framework consists
readjust the programme with the first priority of five domains which work to address the
given to language proficiency courses. question of what Vietnamese teachers of
Students need more practice hours in order to English need to know and be able to do in
develop their language proficiency, thus more the 21st century.
credits were added to the English courses.
In terms of programme structure, it
contains three blocks of knowledge which
correspondingly address three areas of
competency: language proficiency, language as
a system and culture, and teaching methodology.
English proficiency courses have primary
purposes of developing student competencies
in using the language. Language courses
such as English Linguistics, cross-cultural
communications, etc., go toward providing
students with in-depth understanding of English
as a language system and at the same time AN OVERVIEW OF ENGLISH TEACHER
enhancing knowledge about cultures of English COMPETENCY FRAMEWORK
language speaking countries. The third block (For Pre-service English Language Teacher
of knowledge is teaching knowledge which Education Programs)
consists of four compulsory courses, namely,
An Introduction to English Language Teaching DOMAIN 1 - KNOWLEDGE OF
Methodology, English Language Teaching LANGUAGE, LANGUAGE ACQUISITION,
Techniques and Practices, English Language CONTENT & CURRICULUM
Testing and Assessment, Teaching Practice or Competency 1.1a: Language Proficiency
Practicum, which are mainly responsible for Competency 1.1b: Knowledge of CEFR
developing teaching competencies.
Competency 1.2: Language as a System
At the time of the development, these
Competency 1.3: Second Language
courses, especially those in the third block, are
Acquisition Theories
said to be mainly dependent on the feedback
of the stakeholders and expertise of the course Competency 1.4: Target Language Cultures
designers. There was no framework at that Competency 1.5a: Literary Content in the
time to regulate the benchmarks that student Target Language
teachers must reach upon their graduation. Competency 1.5b: Academic Content in the
Target Language
3. An overview of ETCF Competency 1.6: Language Curriculum and
Syllabus Design
Vietnam’s English Teacher Competency
Framework, which is created by Dr. Diana DOMAIN 2 - KNOWLEDGE OF LANGUAGE
Dudzik – a senior English Language fellow TEACHING
scholar from the United States, is a product Competency 2.1: Language Teaching
of National Foreign Language 2020 Project Methodology
28 P.T.K. Dung/ VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39

Competency 2.2: Planning Lessons, Activities, Competency 5.1: Connecting Learning

and Assignments beyond the Language Classroom
Competency 2.3a: Building Supportive, Competency 5.2: Reflecting on & Researching
Meaningful Learning Environment Language Learning & Teaching
Competency 2.3b: Implementing & Managing Competency 5.3: Understanding Roles, Uses
Language Classroom Activities & Issues of English in Southeast Asia
Competency 2.4: Assessing Language Competency 5.4: Incorporating Awareness of
Learning Global Role of English
Competency 2.5: Using & Adapting (Vietnam’s English Language Teacher
Textbooks, Authentic Materials, & Other Competency Framework: User’s Guide)
Resources
Competency 2.6: Using Technology Effectively Upon approval by the Ministry of
to Enhance Language Teaching & Learning Education and Training in December, 2012,
the Framework becomes the nation’s first
DOMAIN 3 - KNOWLEDGE OF
subject-specific teacher standards with the
LANGUAGE LEARNERS
vision of building “the profession of English
Competency 3.1: Understanding Learners’ teaching beyond the level of technicians or
Development to Motivate & Engage Students teaching machines to practicing teachers
Competency 3.2: Understanding Learners’ with adaptive expertise”. According to Dr.
Language & Using it to Inform Instruction Diana Dudzik, this is the “golden principle”
Competency 3.3: Reflecting on Cultural in teacher training, especially when the trend
Values & Prior Language Learning toward regional and international engagement
has never been strong as such; Vietnamese
Competency 3.4: Creativity, Critical Thinking
teachers should not work as a teaching
& Innovation in Language Learning
machine, but professionals with adaptive
DOMAIN 4 - PROFESSIONAL VALUES & skills in order to be effectively operational
PROCESSES IN LANGUAGE TEACHING in different teaching contexts in and outside
Competency 4.1: Demonstrating their country. The framework also implicitly
Professionalism in Language Teaching employs an “apprenticeship of observation”
Competency 4.2: Practicing & Applying (Dudzik, 2012), which means teacher
Cooperation, Collaboration & Teamwork development needs to be conducted in a way
that allows teachers to observe other teachers’
Competency 4.3: Engaging in Professional
teaching processes and activities, and practice
Development and Pursuing Life-long
the behaviors they are expected to conduct in
Learning
their future jobs. Thus teacher development
Competency 4.4: Contributing to the programs need to give teacher students
Language Teaching Profession the opportunity to experience the values,
Competency 4.5: Modeling Ethical Language processes and activities in their training, and
Teaching & Testing Behavior enable them to incorporate these practices in
DOMAIN 5 - CONNECTIONS TO their work in the future.
PRACTICE & CONTEXT OF LANGUAGE The development of the framework is
TEACHING based upon general teacher education research
VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 29

(as cited in Dudzik, 2012). This research framework together to examine whether the
indicates three major knowledge domains outcomes the training program sets for its
(Domains 1-3) to address the question “What learners are compatible with the standards that
do teachers need to know and be able to do?” ETCF set for the English teachers of Vietnam.
Each domain consists of various competencies This side-by-side examination may reveal
and each competency is realized into various mismatches, which generate certain future
indicators. The three domains are embedded implications for revision of courses or national
with a number of professional values and teacher standards. If mismatches occur, which
attitudes (Domain 4) and are located within should be changed, the curriculum or the
a larger sphere (Domain 5) that reflects a framework’s standards? Which sounds more
“situative” (local) perspective of effective rational? After all, whatever changes need to
teacher learning that takes place within the be made, compatibility needs to be ensured
contexts and practice of teaching. The center between ETCF and the ELTE curriculum.
of the framework is the vision of the ETCF. Full alignment is a must for the effective
That vision answers the question “What kind implementation of a teacher training program
of teachers does Vietnam need in the early on a national scale.
21st century?” This study proves to be a very significant
With the above vision, the framework is preparation for the renovation of the whole
intended for multi-purposes among which curriculum which has been scheduled in
evaluating teacher training program is the most 2018 by ULIS – VNU since it provides the
important. According to Dr. Nguyen Vinh Hien kind of information that asks the curriculum
– Ex-Deputy Minister, Ministry of Education developer to make changes such as removing
and Training in Viet Nam, “Teacher trainers or adding other subjects, adjusting the
and training providers should use ETCF contents of a particular one, reformulating the
carefully and wisely to evaluate and improve learning outcomes of a course. Meanwhile, the
training curriculum” (2012, p. 5). There is an information also informs ETCF designers to
increasing need to utilize ETCF in evaluating revisit the framework to make improvements.
ELTE curriculum in order to see the level of The same procedures of aligning ETCF’s
alignment between these two documents. standards can be applied to other language
teacher education programs as well.
The study entitled “Vietnam English
Teacher Competency Framework: 4. The research
Implementation Considerations” by Vu Mai
Trang & John O’Rourke (2013) confirms that 4.1. Research method and research questions
integrating the teacher competency framework The study was conducted using the method
into existing teacher training programs to see of document analysis through which the
the level of correlation between them can outcomes of each course in the ELTE curriculum
be relevant as most universities in Vietnam are compared with the standards of ETCF. Only
including those delivering teacher education required courses belonging to the three blocks,
have been restructuring their curricula namely, proficiency, linguistics and culture,
following outcome-based approaches. and teaching methodology are studied to the
As a teacher training institution, ULIS – exclusion of some others such as philosophy
VNU needs to put their curriculum and the courses, physical education, etc. since these are
30 P.T.K. Dung/ VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39

just foundation courses which provide general Question 2: What are the major
knowledge and skills and thus having indirect competencies of ETCF that are addressed in
relation with specialized knowledge and skills ELTE curriculum?
for teaching. Electives are not included either Question 3: What is in the outcomes
even though they are there in the curriculum. of the curriculum that is not yet linked to a
Not 100% of the students learning them, thus competency of ETCF?
there is no guarantee that 100% of the students The relationship between the courses
can achieve the outcomes. and the ETCF’s standards is manifested
Due to the scale of this study, the at different levels: explicit and implicit.
examination only focuses on one distinctive Competencies that are explicitly matched are
component of a course: the expected learning those that are clearly stated in the syllabus,
outcomes. The results will show similarities whereas competencies that are not directly
or differences, overlaps or gaps if any and aligned with the syllabus, but are developed
these will have certain implications for future through the learners carrying out an activity
revision of the curriculum and the framework. are termed implicit compatibility which is
then marked by square brackets.
Those questions that need to be addressed
in this study are as follows: 4.2. Data analysis
Question 1: What domain or domains of 4.2.1. The compatibility between the English
ETCF are addressed in ELTE curriculum? proficiency courses and the standards of ETCF

Table 1. The compatibility between the English proficiency courses and the standards of ETCF

Semester 1 - B1 Semester 2 - B2- Semester 3 - B2+ Semester 4 - C1

D
SOCIAL ACADEMIC SOCIAL ACADEMIC SOCIAL ACADEMIC SOCIAL ACADEMIC
(1A) (1B) (2A) (2B) (3A) (3B) (4A) (4B)

1.1a 1.1a 1.1a 1.1a 1.1a 1.1a 1.1a 1.1a

[1.1b] [1.1b] [1.1b] [1.1b] [1.1b] [1.1b] [1.1b] [1.1b]
[1.2] [1.2] [1.2] [1.2] [1.2] [1.2] [1.2] [1.2]
1
[1.4] [1.4] [1.4] [1.4] [1.4] [1.4] [1.4] [1.4]

1.5b 1.5b 1.5b 1.5b

[2.1] [2.1] [2.1] [2.1] [2.1] [2.1] [2.1] [2.1]

[2.2] [2.2] [2.2] [2.2] [2.2] [2.2] [2.2] [2.2]
[2.3a] [2.3a] [2.3a] [2.3a] [2.3a] [2.3a] [2.3a] [2.3a]
[2.3b] [2.3b] [2.3b] [2.3b] [2.3b] [2.3b] [2.3b] [2.3b]
2
[2.4] [2.4] [2.4] [2.4] [2.4] [2.4] [2.4] [2.4]
[2.5] [2.5] [2.5] [2.5] [2.5] [2.5] [2.5] [2.5]
[2.6] [2.6] [2.6] [2.6] [2.6] [2.6] [2.6] [2.6]

[3.1] [3.1] [3.1] [3.1] [3.1] [3.1] [3.1] [3.1]

[3.2] [3.2] [3.2] [3.2] [3.2] [3.2] [3.2] [3.2]
3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4

[4.1] [4.1] [4.1] [4.1] [4.1] [4.1] [4.1] [4.1]

4 4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.2
[4.3] [4.3] [4.3] [4.3] [4.3] [4.3] [4.3] [4.3]

5 [5.1] [5.1] [5.1] [5.1] [5.1] [5.1] [5.1] [5.1]

VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 31

Major competencies that are addressed delivery of the proficiency courses also
in the above courses are English proficiency reflects the fact that the new apprentice
in two streams: social and academic (1.1a) teachers are learning their trade by observing
and essential supplementary skills such as their instructors although these observations
creativity, critical thinking (3.4), collaboration are not explicitly carried out.
and teamwork (4.2). Other competencies 4.2.2. The compatibility between the
concerning methodology or linguistics are English linguistic and cultural courses and
all implicitly distributed in the courses. The the standards of ETCF

Table 2. The compatibility between the linguistic - cultural courses and the standards of ETCF

D Linguistics English-American Studies Intercultural Communications

[1.1a] [1.1a] [1.1a]

1 1.2
[1.3] 1.4 1.4

2
3 3.4 3.4 3.4
4 4.3 4.3 4.3
5.1 5.1
5 [5.2] [5.2] [5.2]

These courses mainly focus on addressing The specialized methodology courses

linguistic elements of the target language (1.2) together with teaching practicum are bound
and target-language cultural understanding to build up fundamental teaching capacity
(1.4). Like proficiency ones, they also in teacher candidates. They cover more
incorporate development of essential skills competencies of ETCF than any other courses.
in service of students’ life-long learning Theses or graduation papers accomplished
(3.4; 4.3). Experiential learning is promoted at the end of the program demonstrate that
through a variety of means such as technology, students have mastered a certain area of
authentic materials and interactions with knowledge and attained competency 5.2. Even
target-language communities (5.1). Being though language proficiency is not the focus
theoretical in nature, these three courses in methodology courses, students’ language
can establish a good foundation on which can be maintained or somewhat upgraded
students’ continuous reflection and research since the courses generally use English as the
in language and culture (5.2) are based. medium of instructions.
4.2.3. The compatibility between the
English Language Teaching (ELT) courses
and the standards of ETCF
32 P.T.K. Dung/ VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39

Table 3. The compatibility between the ELT courses and the standards of ETCF
An Introduction English
to English Language English Language
D Language Teaching Testing & Practicum Thesis
Teaching Techniques & Assessment
Methodology Practices
[1.1a] [1.1a] [1.1a] [1.1a] [1.1a]
1 [1.1b]
1.2 1.2
1.3
[1.6]
2.1 2.1 2.1 2.1
2.2 2.2
2.3 2.3
2
2.4 2.4
[2.5]
[2.6]
3.1 3.1 3.1
3.2 3.2 3.2
3
3.3 3.3
3.4 3.4 3.4 3.4 3.4
4.1 4.1 4.1 4.1
4.2 4.2 4.2
4 4.3 4.3 4.3
4.4 4.4 4.4
4.5 4.5
5.1 5.1 5.1
5
[5.2] [5.2] [5.2] 5.2 5.2
4.3. Findings
Through examining the compatibility at the same time. This overlapping is not
between ETCF and the ELTE curriculum, the negative in any way; instead, it creates an
author has reached important findings as follows: effect of reinforcement for a particular area
Firstly, it is found out that one competency of knowledge or skill. Though present in a
of ETCF is developed in more than one number of courses, the competencies are not
course and one course develops more than randomly distributed, but coherently placed
one competency. For example, competency in order of development from introduction,
3.4 that develops learners’ creativity, critical reinforcement to mastery. This is positive in
thinking and innovation is repeated in a number the sense that it helps strengthen students’
of courses and course of teaching practicum competencies and ensure achievement of the
can help enhance several competencies course outcomes.
VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 33

Question 1: What domain or domains of in the program. A large number of attributes

ETCF are addressed in the ELTE curriculum? or qualities that make up a good teacher such
Secondly, the ELTE program addresses as creativity, innovation, critical thinking,
most of the competencies in the five domains cooperation, professionalism, and pursuing
of ETCF and at different levels of explicitness. life-long learning also receive considerable
Some competencies are implicitly mapped with attention in the curriculum.
the outcomes of a course, while with another they Question 3: What is in the outcomes
are explicitly correlated. For example, domain 2 of the curriculum that is not yet linked to a
which is about English language methodology is competency of ETCF?
implicitly distributed in courses of proficiency, Despite the high correlation between
but expressively taught in ELT options. the ELTE curriculum and ETCF, gaps or
Question 2: What are the major mismatches do exist between them. Some
competencies that are addressed in the ELTE important competencies in ETCF have not
curriculum? been adequately covered in the curriculum
Major competencies being addressed and vice versa, some course outcomes do not
include language proficiency, linguistic match with any indicators in the framework.
knowledge and culture, and teaching Confusion arises over the issue of
methodology – three most fundamental aspects application of CEFR or Vietnam’s foreign
that make up teaching capacity of a language language competency framework (VNFLCF)
teacher. Among these three components, to the benchmarking of the proficiency
English proficiency is by far the most intensive courses. VNFLCF was promulgated in
of all with greatest amount of time devoted December, 2014 by MOET to specify the six
to its delivery. Consensus is that achieving language proficiency levels for Vietnamese
required benchmark C1 according to CEFR is people, thus this framework is situated and
not an easy matter; students need adequate time more plausible to the local context while
and sufficient resources for this task. Besides, a CEFR is universally applied. ETCF is
body of knowledge about the linguistic elements exclusively designed for Vietnamese people,
of the target language system including thus the question persists with which frame
phonology, morphology, syntax, pragmatics
should be at work in Vietnam currently,
and semantics is also emphasized in the
CEFR or VNFLCF. So far, when it comes to
curriculum. In order to learn and communicate
CEFR, the knowledge about this framework
in the target language, it is essential that students
(competency 1.1b) is not always the focal
should understand the target-language cultures.
point of any course, or not always taught
ELTE curriculum reserves a relevant amount
explicitly and systematically, but just a
of credits to reinforce students’ understanding
supplementary part of an orientation session
of target cultural practices and perspectives.
at the beginning of the proficiency courses.
Methodology courses which aim at providing
students with specialized knowledge, skills Competency 1.5a (Literary content in the
and attributes for their future profession target language) is not mapped to any core
take up a substantial portion of the program. course. The possibility is that students will
Competencies such as teaching language have to select one in elective series for the
skills and elements, class management, lesson accomplishment of this competence.
planning, creating supportive and meaningful Some other significant competencies in
learning environment, etc., are all included the framework concerning language teaching
34 P.T.K. Dung/ VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39

methodology have not been officially covered from the courses in the ELTE program. While
in the core curriculum, namely 1.3 (Second the ELTE curriculum contains three distinctive
language acquisition theories), 1.6 (Language blocks of knowledge, proficiency, linguistics
curriculum and syllabus design), 2.5 (Textbook and culture, methodology, the framework covers
adaptation and material development), 2.6 (ICT 5 domains with competencies interwoven
in language teaching). If these competencies are between language, culture and methodology.
to be covered in the electives which are optional This creates a lot of difficulties for the work of
in nature, the chance is that not all students can comparing, contrasting and mapping.
acquire these competencies.
In the curriculum, English methodological 5. Implications for curriculum development
course emphasizes the importance of potential and framework improvement
teachers being aware of the contextual
characteristics of their teaching situations in As said earlier, the framework is not intended
Vietnam, weighing the strengths and limitations to be a mandate that involves strict compliance,
and adopting suitable approaches and methods but rather a guide to ensure educational quality
to their class. This is methodologically relevant assurance on current practices of curriculum
in terms of situated teaching and learning. planning, course designing and teacher
However, in the era of regional and international professional development. The document is
integration when developing language skills more of a supportive nature than prescriptive
gears towards regional and international mobility one. It represents a common language to be used
and employability of working people, we should in communications among actors involving in
look beyond the boundary. ETCF has done a language teacher training. Choosing to speak the
great job by going further to require teacher same language is a matter of choice. However,
candidates to understand roles, uses and issues educational quality or teacher standard is a matter
of English in Southeast Asia (competency 5.3) of non-negotiable. Education cannot develop
as well as incorporating awareness of global without standard teachers.
role of English (competency 5.4). Thus rather Mapping curriculum to the standards of ETCF
than merely restricting Vietnamese teachers to is only the first step in the process of ensuring a
the local context, the framework brings them to standard teacher development program. The next
wider landscapes where English is seen as an phase of work is to integrate the standards into
international language. the existing curriculum and a specific course.
Another discrepancy can be seen between The ultimate purpose of this process is to bring
the outcomes of the testing-assessment course the ETCF and the ELTE curriculum to a point
and competency 4.5 in ETCF. The framework where they can meet and marry well with each
stipulates that students understand the ethical other and the product of this marriage is teachers
issues related to language testing and can model who have standard competencies in order to teach
ethical language testing behavior that is fair to all well in their classroom. Does this process face
students, but ethical standard is not yet a content any obstacles? It has been shown from Vietnam’s
to be touched upon in the course, not to mention experience that curriculum planning, reviewing,
the modeling of this professional quality. or changing involves a number of factors and
Mismatch is detected in the way actors including circumstance, top-down policies,
competencies are grouped together in both regulations and stakeholders. The findings of this
ETCF and the curriculum. ETCF follows a study are just a result of in-depth examination and
different system of classifying competencies the author’s practical experience cultivated after
VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 35

many years working in the field of curriculum the route which includes the required and the
and syllabus design. The findings are seen from elected which are highly recommended for
personal angle to give curriculum planners the students in achieving the desired results.
something to start with in aligning courses with Awareness-raising activities should also be held
national teacher standards. This is only one to increase the popularity of the framework
source of information. A comprehensive review among educators and teachers.
and revision of the institutional curriculum should
The final implication is for the parallel
also be based on other sources of data such as
structure between ETCF and ELTE curriculum
experts’ opinions, stakeholders’ feedback as well
as alumni’s surveys. in terms of classification of domains. There
is no right or wrong structure in terms of
Viewing from the findings, the integration
arrangement of competencies into domains.
can begin almost at any point of time of teaching
However, in order to make the framework well
and does not require a big change in the existing
curriculum or courses. This is because gaps are match with its target, similar pattern of division
just a few and teachers’ educators do not need should be adopted. Which document should
to cover the entire ETCF document at the same be subjected to change? This question invites
time. Which sections of ETCF to be integrated multiple replies, but one thing is obvious. There
depends on which contents of the curriculum should be consensus between the authors of the
are being taught at the time. Even gradual framework and the curriculum designers.
integration can be done while the existing
program is running, which is another advantage 6. Conclusion
that adds value to the integration. The integration
is mostly related to the contents of courses, thus Applying the English Language Teacher
involving only teachers or course designers. Competency Framework to the development
This has nothing to do with policy and decision- and evaluation of the English Language Teacher
making or administrative elements. Training Program proves to be one of the
Another implication is concerned with significant steps in assuring educational quality
the elected courses. As the findings indicate, in general and teacher standards in particular. A
some ETCF’s standards are not addressed in teacher development programme that has clear
the compulsory courses; the possibility is that outcomes mapped with the national teacher
they are distributed in the optional ones. The standards is absolutely beneficial to all actors
introduction of these electives may give students
involved in teacher training sector: schools can
greater freedom in choosing what to learn, but
take pride in their curriculum; teachers are aware
letting students decide which option to choose
of the destination they are supposed to bring their
or which standard should be achieved within
students to and students at the same time know
their capacity may result in the fact that some
where and which direction they should go. For the
outcomes in the curriculum and the framework
are left unaccomplished. It is common that teacher competency framework to work its way
students rush to select the subject that gives them into the institution’s training system, teachers and
greater chance of passing or getting high marks educators as well as course/curriculum designers
rather than paying attention to considering engaged in the application should be provided
which standard is necessary for them or helping with optimal conditions so that they are able to
them to become a good teacher. To limit the actively integrate the standards, readily make
problem, curriculum planners should map out changes to improve the curriculum and courses.
36 P.T.K. Dung/ VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39

References Teacher Competency Framework: User’s Guide.

Hanoi: Vietnam’s Education Publishing House.
University of Languages and International Studies Vu Mai Trang & John O’Rourke (2013). Vietnam’s
– Vietnam National University, Hanoi (2015). English Teacher Competency Framework:
Bachelor of Arts Programme in English Language Implementation Considerations. Paper presented
Teacher Education: Programme Specification. at Conference Teacher Competency Frameworks:
Vietnam’s National Foreign Language Project 2020, Developing Excellence in Teaching, 26 – 27
VIES, & MOET (2012). Vietnam’s English Language February, 2013, Kuala Lumpur.

NGHIÊN CỨU SỰ TƯƠNG THÍCH GIỮA KHUNG

NĂNG LỰC GIÁO VIÊN TIẾNG ANH VIỆT NAM
VÀ CHƯƠNG TRÌNH ĐÀO TẠO CỬ NHÂN SƯ PHẠM
TIẾNG ANH CỦA TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -
ĐẠI HỌC QUỐC GIA HÀ NỘI

Phùng Thị Kim Dung

Khoa Sư phạm tiếng Anh, Trường Đại học Ngoại ngữ, ĐHQGHN,
Phạm Văn Đồng, Cầu Giấy, Hà Nội, Việt Nam

Tóm tắt: Đảm bảo chất lượng luôn là một vấn đề quan trọng đối với một hệ thống giáo dục.
Trong các cách tiếp cận nhằm nâng cao chất lượng giáo dục quốc gia, việc xây dựng và áp dụng
khung năng lực nhằm đảm bảo chất lượng dạy học đã được nhiều quốc gia trên thế giới thực hiện.
Việc thông qua Khung năng lực giáo viên tiếng Anh ở Việt Nam (KNL) vào năm 2012 cho thấy
những nỗ lực của Chính phủ trong việc xác định, thúc đẩy và củng cố chất lượng giáo dục. Điều
này đòi hỏi các chương trình đào tạo (CTĐT) giáo viên tiếng Anh phải có chuẩn đầu ra tương thích
với các chuẩn năng lực trong khung năng lực quốc gia. Tuy nhiên, câu hỏi đặt ra là làm thế nào để
có thể xây dựng chuẩn đầu ra của một CTĐT cử nhân sư phạm tiếng Anh có sự tương thích với
KNL? Chương trình đào tạo cử nhân sư phạm tiếng Anh của Trường Đại học Ngoại ngữ - Đại học
Quốc gia Hà Nội ban hành năm 2012 có đáp ứng chuẩn năng lực trong KNL hay không? Thông
qua phương pháp phân tích văn bản nhằm so sánh chuẩn đầu ra của CTĐT với các tiêu chuẩn và
chỉ số thực hiện trong KNL, tác giả đã đưa ra một số kết luận liên quan đến sự tương thích giữa
chúng. Từ đó, tác giả đã có những đề xuất cho việc cải thiện và phát triển CTĐT cũng như KNL.
Từ khóa: Chương trình đào tạo cử nhân sư phạm tiếng Anh, tiêu chuẩn giáo viên, lĩnh vực, sự
tương thích, Khung năng lực giáo viên tiếng Anh Việt Nam
VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 37

APPENDIX
ENGLISH TEACHER COMPETENCY FRAMEWORK FOR PRE-SERVICE ENGLISH
LANGUAGE TEACHER EDUCATION PROGRAMME

DOMAIN 1 - KNOWLEDGE OF LANGUAGE, LANGUAGE LEARNING, AND

LANGUAGE CONTENT AND CURRICULUM

Competency 1.1a: Language proficiency

Teacher-candidates demonstrate proficiency in the target language at an appropriate level on
the Common European Framework of Reference (CEFR) and seek opportunities to strengthen
their proficiency - Upper secondary teacher Teacher-candidates, C1; Lower Secondary teacher
Teacher-candidates, B2; Primary teacher Teacher-candidates, B1.
Competency 1.1b: Knowledge of Common European Framework of Reference (CEFR)
Teacher-candidates understand the Common European Framework of Reference proficiency
descriptors at the levels that apply to their students, and are able to apply that understanding to
their students and teaching practice.
Competency 1.2: Language as a system
Teacher-candidates demonstrate understanding of the linguistic elements of the target language
system, including phonology, morphology, syntax, pragmatics and semantics, reflecting on that
that knowledge in their own language learning and linking it to student learning at appropriate
developmental levels.
Competency 1.3: Second language acquisition theories
Teacher-candidates know and are able to apply SLA theories and research to enhance their
own language learning and to inform their teaching.
Competency 1.4: Target language cultures
Teacher-candidates know and embed knowledge of target-language cultures into their teaching
and examine them in light of Vietnamese culture for understanding and empathy.
Competency 1.5a: Literary content in the target language
Teacher-candidates demonstrate a basic knowledge of target language literature and cultural
texts (other media), including children’s literature, and understand how to use those texts to reflect
on target-culture perspectives, and apply this knowledge to their lessons and teaching.
Competency 1.5b: Academic content in the target language
Teacher-candidates know basic academic subject matter in the target language and understand
how to integrate academic content knowledge in foreign language teaching.
Competency 1.6: Language curriculum and syllabus design
Teacher-candidates understand a variety of curricular approaches as well as the national
foreign language curriculum and are able to design units and course-level syllabus for particular
students that incorporate proficiency, content, and national curricular objectives.
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DOMAIN 2 - KNOWLEDGE OF LANGUAGE TEACHING

Competency 2.1: Language teaching methodology
Teacher-candidates know, understand, and demonstrate ability to use evidence-based instructional
practices and strategies to integrate target-language academic and social listening, speaking, reading
and writing skills for authentic purposes and to address diverse language learners.
Competency 2.2: Language teaching lesson planning, activities, and assignments
Teacher-candidates know and apply concepts, research, and best practices to plan effective lessons,
activities, and assignments that integrate content, four skills, and language forms and functions.
Competency 2.3a: Building supportive, meaningful learning environment
Teacher-candidates know how to create a supportive learning environment that includes target
language input, opportunities for negotiation of meaning, and meaningful interaction.
Competency 2.3b: Implementing and managing language classroom activities
Teacher-candidates know how to design, implement, and effectively manage a variety
of classroom activities to integrate skills and encourage participation among diverse learners,
including how to implement flexible groupings, and how to maintain classroom control.
Competency 2.4: Assessing language learning
Teacher-candidates understand a variety of purposes and forms of formative (ongoing), and
summative (progress and proficiency) assessment tools and techniques, including performance-
based assessment, and are able to design and use age-level-appropriate assessments to inform
instruction, and to measure student progress and proficiency.
Competency 2.5: Using and adapting language learning textbooks, authentic materials and
other resources
Teacher-candidates are familiar with, and able to use and adapt required textbooks effectively
for language teaching and to locate and adapt materials and resources appropriate for students’
age and language level.
Competency 2.6: Using technology effectively to enhance language teaching and learning
Teacher-candidates have basic computer literacy and are familiar with basic applications and
uses of technology for language teaching and learning.
DOMAIN 3 - KNOWLEDGE OF LANGUAGE LEARNERS
Competency 3.1: Understanding learners’ cognitive and social development to motivate and
engage student interest.
Teacher-candidates understand learners’ cognitive and social development, and affective
needs, and develop instructional practices that address and motivate diverse learners.
Competency 3.2: Understanding developmental learner language and using it to inform
instruction
Teacher-candidates recognize the characteristics of developmental learner language and adapt
their instruction and deal with errors appropriately at particular students’ developmental stage.
Competency 3.3: Reflecting on cultural values and prior language learning
Teacher-candidates reflect on their own and their students’ cultural values and prior learning
experiences and how they shape [affect] their language learning preferences and classroom behaviors.
VNU Journal of Foreign Studies, Vol.34, No.5 (2018) 25-39 39

Competency 3.4: Using language learning as a means of developing creativity and critical
thinking
Teacher-candidates practice creativity and critical thinking in their own language learning,
and seek to develop and apply creativity, and critical thinking skills in their students.
DOMAIN 4 - PROFESSIONAL ATTITUDES & VALUES IN LANGUAGE TEACHING
Competency 4.1: Demonstrating professionalism in language teaching
Teacher-candidates know the value of foreign language teaching for their students and
society and demonstrate professionalism in their studies and their teaching.
Competency 4.2: Practicing cooperation, collaboration, & teamwork in language teaching
Teacher-candidates know how to work cooperatively, and to collaborate with others in
teams to accomplish tasks, and teach students these skills in the language classroom.
Competency 4.3: Engaging in professional language teaching development and lifelong
learning
Teacher-candidates develop and practice learner autonomy, and are able to pursue current
information about language teaching and research, and develop new skills and competencies.
Competency 4.4: Contributing to the language teaching profession
Teacher-candidates are familiar with ongoing professional development opportunities and
contribute to the exchange of ideas within their teaching community, enhancing the quality of
teaching by sharing knowledge and learning from others at a local, district, national level and
beyond.
Competency 4.5: Modeling ethical language teaching and testing behavior
Teacher-candidates understand the ethical issues related to language teaching and testing,
and model ethical professional behavior.
DOMAIN 5 - CONNECTIONS TO PRACTICE & CONTEXT
OF LANGUAGE TEACHING
Competency 5.1: Connecting learning beyond the language classroom
Teacher-candidates understand the importance of connecting their own learning and their
students’ language learning to other students, classes, school, and relevant contextual issues.
Competency 5.2: Reflecting on and researching language learning and teaching
Teacher-candidates practice ongoing reflection and conduct small-scale, reflective, action
and classroom-based research to examine their own language learning, and their own teaching
questions, and use their findings to inform their own practice.
Competency 5.3: Understanding roles, uses & issues of English in Southeast Asia
Teacher-candidates understand the roles and uses of English and issues of teaching and
learning English in SE Asia and begin to apply these understandings to their lessons, assignments,
materials’ selection, and activities.
Competency 5.4: Awareness of issues related to the role of English as a global language
Teacher-candidates understand issues related to English as an international language and use those
understandings to inform choices of methodology, materials, content, and assessment standards.