Dr. Hafizoah Kassim is currently a Senior Lecturer at the Centre for Modern Languages & Human Sciences, Universiti Malaysia Pahang, Pahang, Malaysia. She has been teaching at tertiary level for more than 18 years, both at public and private institutions, and she received her doctorate from La Trobe University, Melbourne, Australia in educational technology. She has been involved in the development of courses for Massive Open Online Courses (MOOC) and Open Courseware (OCW) for both undergraduate and postgraduate programs, and she is very interested in connecting students across countries for online language learning experiences. She was appointed as a Master Trainer by the Ministry of Higher Education, Malaysia for the initial implementation of the Common European Framework of References (CEFR) at the institutes of higher education for English language in Malaysia. She is currently the Editor-in-Chief for the International Journal of Language Education and Applied Linguistics, and a Coordinator for a language program for international students. She is a keen researcher and writer in areas such as emergent technologies in language education, creativity and cognitive studies, multimedia learning, English for specific purposes, and learning styles.
Utilizing Web 2.0 Tools to Explore Creative Potential in Language Classes
Creativity is a rare topic in language learning conversations, often overshadowed by emphasis on student performance or achievement in language competencies. With technology, discussions mostly linger around the application of appropriate teaching approaches and/or learning strategies. Yet, with its prowess, technology provides huge opportunities for teachers to engineer learning experiences that could bring about student creativeness. There are abundance of web 2.0 tools with great potential to assist teachers explore their students’ creative potential, not only in learning the language, but also the students’ individual creative talent. Such opportunities, if appropriately designed and encouraged could motivate student to stamp their autonomy for better language learning experience. In this presentation, I will share how web 2.0 tools such as social media, video-hosting website, and web-based applications can be utilized in language classes namely speaking and writing classes. Learning strategies such as active learning and collaborative learning were also incorporated for students to communicate their ideas and works online and offline. Activities were designed for students to show off their creative potential, enjoy the learning experience, and eventually motivate them to further learning. Student feedback revealed that the opportunity to demonstrate their creative talent is a boost to better improve their speaking and writing abilities.
Dr. Nguyen Duc Chinh is a lecturer of language education in the College of Foreign Language Studies at the University of Danang, Vietnam, earning his MA in TESOL from the University of Queensland and his PhD in education from Monash University, Australia. He was a Fulbright Visiting Scholar at the University of Washington, USA during the academic year of 2017–2018. His scholarly interests include second language teacher education, identity in language teaching, sociocultural issues in language education and social justice in education.Chinh has publications in a number of journals of educational research and language teaching. In addition to teaching and research, he has been engaging in design and delivery of training programmes for English language teachers from primary to higher education.
Social Justice Teacher Education Adapted to the Vietnamese Context: A Study of Pre-service Teachers Learning to Teach for Social Justice in Local Communities
In the agenda of social justice, educating teachers for equity has emerged as a trend or an approach to teacher preparation. In the US, social justice has been integrated into teacher education programs that aim to prepare teachers to teach in ways that contribute to lessening inequalities both within and beyond the school setting. However, this progressive trend of teacher education has been unexplored in many countries, including Vietnam. As inequalities in education and in the broader society have become a topic of concern in Vietnam, social justice discourses need to be introduced to teacher education in this context. As such, this research study was conducted in order to explore how pre-service teachers of English as a foreign language developed dispositions for social justice by being engaged in local communities. The findings show that engagement in communities helped the cohort of pre-service teachers discover inequalities between families inherent in their attitudes and investment in children’s English learning. Based on the perceived inequalities observed in local communities, the cohort of pre-service teachers developed their dispositions for social justice appropriate to the Vietnamese context. The study offers implications for social justice language teacher education in Vietnam.