Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective

Phan, T.T. Huyen and Hamid, M. Obaidul (2016) Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective. Current issues in language planning, 1-18. doi:10.1080/14664208.2016.1201231


Author Phan, T.T. Huyen
Hamid, M. Obaidul
Title Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective
Journal name Current issues in language planning   Check publisher's open access policy
ISSN 1466-4208
1747-7506
Publication date 2016-06-29
Year available 2016
Sub-type Article (original research)
DOI 10.1080/14664208.2016.1201231
Open Access Status Not Open Access
Start page 1
End page 18
Total pages 18
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Formatted 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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Education Publications
 
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Created: Wed, 06 Jul 2016, 10:50:30 EST by Susan Moule on behalf of School of Education