Conference Themes

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” in a fluid, interconnected and swiftly evolving world. As regards related English language fields, we have witnessed the rise of such buzzwords as English as a Lingua Franca (ELF) or English as an International Language (EIL) and constant transformations of policies and practices across the globe. Despite the optimization of ICT coupled with the launching of year-long efforts of multi-level initiatives in various nations around the world, there have been existing gaps in the opportunity and the level of participation, engagement, contribution and capacity development among English language related communities such as practitioners, learners, academics, researchers, and users across contexts.
Against the backdrop, the organizing committee is dedicating the 3rd international VietTESOL Conference to the above theme with a view to garnering the target audience’s attention to three thought-provoking issues of diversity, equity and inclusion in the domains of English language teaching, learning, research and usage. The triad of these concepts is expected to put forward a pathway towards the realisation of educational sustainability and social justice. English language in the setting of this conference represents an overarching term covering the interrelated aspects of teaching, learning, research 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

At the heart of the conference and as the ends of the discourse, the issues of diversity, equity and inclusion will be explored in the following categories and preferred thematic areas of English language.
Categories/ Sectors: English language teaching, learning, research and usage:
  • among the minorities and vulnerable groups
  • at early childhood level
  • at primary level
  • at secondary level
  • at post-secondary level (higher education and vocational education)
  • for living and working

Thematic areas

Teacher Professional Development
  • Computer-Assisted Language Learning (CALL)
  • Pedagogies and Instructions (conventional and emerging)
  • Testing, Assessment and Quality Assurance
  • Curriculum and Materials Development
  • Teachers of valuable and marginalized groups
  • Teachers of Young Learners
  • English as a Medium of Instruction (EMI)
  • English for Academic Purposes (EAP)
  • English for Specific Purposes (ESP)
  • Nonnative English Speakers Teachers
Learner/ User Development
  • Language knowledge and skills
  • Core Values, Study and Life Skills
  • Learners with Special Needs
  • Learning Styles and Strategies
  • Learner Motivation and Autonomy
  • Social Responsibility
  • Community English
Others
  • Applied Linguistics
  • Intercultural Communication
  • Bilingual Education
  • English-speaking countries Studies.