The organizing committee of the 3rd International VietTESOL Conference in collaboration with Thai Nguyen University, the host institution, warmly welcome all delegates to the 3rd International VietTESOL Conference with its theme “English Language Education in Diverse Contexts” to be held at Thai Nguyen University, Tan Thinh Ward, Thai Nguyen Province, Vietnam on December 7-8, 2017.
Under the immense impacts of globalization, internationalization, regionalization and localization, we have been living with the flux of both “the ties that bind” and “North-South” divides which may root from either acceptance or refusal of differences in a fluid, interconnected and swiftly evolving world. The growth of global mobility has, to a large extent, shaped a linguistically and culturally diverse globe in which we, as individuals from different backgrounds, tend to acknowledge the commonality of English without regarding it as the uniform language.
Along with the rise of English as an International Language (EIL), the organizing committee is dedicating the 3rd International VietTESOL Conference to the theme: “English Language Education in Diverse Contexts” with a view to placing the issue of diversity as the forefront of English language education that needs to be addressed, to be embraced and to be cherished for paving ways for the thrive of other interrelated rhetoric including equity and inclusion. The three concepts have formed a “triad”, reflecting the multiple and complex realities of English language education. Diversity is coined as the multitude of differences in backgrounds, styles, beliefs, levels and abilities among such diverse stakeholders as researchers, teachers, learners, and users. Equity is viewed as the fairness of granting opportunities to them across levels and across contexts as well as the offering of further support to the marginalised groups or the hard-to-reach for same achievements and social justice assurance. Inclusion is interpreted in the way diversity is welcomed and equity is promoted to create an all- encompassing environment for all individuals to join and flourish together. The triad of these concepts is expected to put forward a pathway towards the realisation of educational sustainability and social justice. English language education in the setting of this conference represents an overarching term covering the aspects of research, teaching, learning, and usage functioned by diverse stakeholders in the society.
Given the above justifications, the organizing committee wish to stimulate the target participants’ engagement in seeking answers to the below questions through localized and contextualized practice and research innovations:
Under the immense impacts of globalization, internationalization, regionalization and localization, we have been living with the flux of both “the ties that bind” and “North-South” divides which may root from either acceptance or refusal of differences in a fluid, interconnected and swiftly evolving world. The growth of global mobility has, to a large extent, shaped a linguistically and culturally diverse globe in which we, as individuals from different backgrounds, tend to acknowledge the commonality of English without regarding it as the uniform language.
Along with the rise of English as an International Language (EIL), the organizing committee is dedicating the 3rd International VietTESOL Conference to the theme: “English Language Education in Diverse Contexts” with a view to placing the issue of diversity as the forefront of English language education that needs to be addressed, to be embraced and to be cherished for paving ways for the thrive of other interrelated rhetoric including equity and inclusion. The three concepts have formed a “triad”, reflecting the multiple and complex realities of English language education. Diversity is coined as the multitude of differences in backgrounds, styles, beliefs, levels and abilities among such diverse stakeholders as researchers, teachers, learners, and users. Equity is viewed as the fairness of granting opportunities to them across levels and across contexts as well as the offering of further support to the marginalised groups or the hard-to-reach for same achievements and social justice assurance. Inclusion is interpreted in the way diversity is welcomed and equity is promoted to create an all- encompassing environment for all individuals to join and flourish together. The triad of these concepts is expected to put forward a pathway towards the realisation of educational sustainability and social justice. English language education in the setting of this conference represents an overarching term covering the aspects of research, teaching, learning, and usage functioned by diverse stakeholders in the society.
Given the above justifications, the organizing committee wish to stimulate the target participants’ engagement in seeking answers to the below questions through localized and contextualized practice and research innovations:
- How can we position ourselves as professionals (academics, researchers and practitioners) of English language education and navigate ourselves towards the rhetoric of diversity, equity and inclusion?
- How can we position ourselves as users of English language and navigate ourselves towards the rhetoric of diversity, equity and inclusion?
- How can we embrace diversity, promote equity and assure inclusion in professional development, formal teaching and leaching contexts, and non - schooling communities?
- How can we welcome and cherish multiple differences in backgrounds, styles, beliefs, levels and abilities among English language related communities such as professionals, learners and users?
- How can we commit to creating equal English language learning opportunities for all learners, equitable English language professional development activities for all professionals, and sufficient English language functional occasions for all users in our society?
- How can we assure an all-embracing atmosphere and an inclusive setting in which each type of individual feels a sense of belonging and mutual benefits from English language teaching, learning, research and usage?
- How can we expand the concepts of diversity, equity and inclusion beyond the formal education system so that non-schooling groups from different corners of the society can gain benefits from English language through an informal or non-formal learning modes?
- How can we gather the issues of diversity, equity, and inclusion in English language related fields to contribute to promoting social justice and maintaining social sustainability?
Target audience
Practitioners, teacher students, educators, administrators, researchers, and entrepreneurs associated with English language teaching and learning
- at primary, secondary and post-secondary education levels across Vietnam;
- at public, private and freelance education sectors across Vietnam;
- in related fields such as English Linguistics, English Literature, English cultures and civilisation, and English-speaking countries Studies;
- in Southeast Asia and beyond.
Categories
The core issue of diversity and its related concepts of equity and inclusion will be explored in the following categories and preferred thematic areas of English language education. English language education (research, teaching, learning, and usage):
- among the minorities and vulnerable groups
- at early childhood education
- at primary education
- at junior and senior secondary education
- at higher education and vocational education
- for living and working
Thematic areas
1. Teaching Practicum (focusing on teaching practices and experiences)
1.1. Teaching/ Enhancing Vocabulary, Grammar, Reading and Writing
1.2. Teaching/ Enhancing Pronunciation, Listening, Speaking and Presentation
1.3. Testing and Assessment
1.4. Syllabi and Materials Development
1.5. EMI and ESP
2. Teacher Professional Development (focusing on policies, conceptual frameworks, general pedagogies)
3. Learner Development (focusing on strategies to enhance learners’ competences through English learning such as autonomy, creativity, critical thinking, etc)
4. Applied Linguistics (focusing on translation, pragmatics, intercultural communication, contrastive analysis, etc.)
1.1. Teaching/ Enhancing Vocabulary, Grammar, Reading and Writing
1.2. Teaching/ Enhancing Pronunciation, Listening, Speaking and Presentation
1.3. Testing and Assessment
1.4. Syllabi and Materials Development
1.5. EMI and ESP
2. Teacher Professional Development (focusing on policies, conceptual frameworks, general pedagogies)
3. Learner Development (focusing on strategies to enhance learners’ competences through English learning such as autonomy, creativity, critical thinking, etc)
4. Applied Linguistics (focusing on translation, pragmatics, intercultural communication, contrastive analysis, etc.)