Quản lý dạy học môn tiếng anh ở các trường tiểu học trên địa bàn thành phố hồ chí minh theo hướng phát triển năng lực học sinh tt tieng anh

Thatleads to the necessity to innovate the teaching objectives, syllabus,contents, methods, and equipment for this subject, simultaneously toenhance English teachers’ all-facet capacitie

1 Rationales to choose the thesis

The guideline of strongly transforming the educational processmainly from knowledge acquisition into the holistic development forlearners’ capacity and virtues together with studies & practice, theories

& reality was worked out at the XII Resolution of the National PartyCongress This guideline must be specified in teaching at all educationallevels and subjects, including English at the primary education Thatleads to the necessity to innovate the teaching objectives, syllabus,contents, methods, and equipment for this subject, simultaneously toenhance English teachers’ all-facet capacities and expand the Englishpracticing environment for students, etc., In such a context, theEducation Management Machinery at all levels, directly meaningdirectoryships of primary schools must work out scientific managementmeasures to boost up the innovation process for English teaching.Therefore, it is extremely essential to clarify theoretical and practicalbasis for capacity development-oriented English teaching management

at primary schools

During the basic and holistic innovation process in education,

we have been positively & strongly deploying the innovation insyllabus and general education textbooks, including English which

is the optional subject for 1st and 2nd grade students but compulsoryfor those from the 3rd grade to the 12th grade The teachingdeployment in line with the new general education program shall beconsistently made nationwide However, each school can choosetextbooks decided by Ministry of Education & Training (MOET)for publication This is rather novel for English teachingmanagement at primary schools in Ho Chi Minh City because overthe past years, such other different teaching programs as: IntensiveEnglish Program; Integrated English Program; Scheme EnglishProgram; and Optional English Program have been applied at thoseprimary schools In such a context, it is a must for Ho Chi MinhMunicipal education to boost up the English teaching managementand activity at primary schools in the next coming time in thefollowing aspects of teaching objectives, programs, methods;simultaneously organizing the selection and cultivation oftextbooks; assuring for English teachers’ quantity and quality; andinnovating models of teaching organization, etc.,

English syllabus at the primary education level is built up inline with the viewpoint of regarding the communication skill as theobjective of teaching process; language knowledge is the mean toform and develop the communication skill through listening,speaking, reading, and writing, especially prioritizing the listeningand speaking skills To effectively realize this program, Englishteaching at primary schools must obviously be transformed from thecontent-oriented teaching into the capacity development-orientedone With this new orientation, the Education ManagementMachinery must make impacts to uphold teachers & students’positivity, self-awareness, activeness and overcome the habit ofone-way teaching and indoctrination Therefore, it is so necessary

to make intensive researches into capacity development-orientedEnglish teaching management at primary schools

There are many significant economic, cultural, and educationalfacilities with several exchange activities and exchanges with the foreignside in Ho Chi Minh City Thus, over the past time, requirements andconditions for the boost-up of English teaching activity both inside andoutside schools should be formed in the social environment In thereality over the last years, the Scheme of “The capacity generalizationand enhancement to use English for students and professional ones in

Ho Chi Minh City in the period of 2011 - 2020” has made realisticcontributions to English teaching at various educational levels, in whichthe ones at the primary level have gradually been put into principles,nevertheless, they have still shown such shortcomings as: inconsistency

in contents & organization model for the teaching; uneven capacity ofteachers, and students’ rather poor performance of English study, etc.,Such shortcomings or restrictions are caused by many factors, in whichthe unscientific English teaching management is one cause Thus, ways

to overcome this cause need finding out

Quite a few scientific works in Vietnam have mentioned suchissues as: natures of capacity development-oriented; English teachingobjectives, contents, and methods; the Vietnamese’s psychological,characteristic, customs, traditional, and habitual features needconsidering in English teaching and management At the same time,objective requirements must be strengthened and quality of Englishteaching must be strengthened However, there have not been anyresearches that deeply study measures for capacity development-

oriented English teaching management at primary schools in Ho ChiMinh City

Upon the above-mentioned reasons, the post-graduate chooses

the topic and theme: “Capacity development-oriented English teaching management at primary schools in Ho Chi Minh City” as

the doctoral thesis on education management

2 Research objectives and tasks

Research objectives

To point out theoretical and practical basis for proposal ofcapacity development based English teaching management atprimary schools in Ho Chi Minh City to enhance the subject’steaching quality during the basic and holistic innovation process foreducation

Research tasks

To clarify theoretical basis on capacity development basedEnglish teaching management at primary schools;

To investigate, survey, and evaluate the actual state & causes

of the actual state of English teaching management at primaryschools in Ho Chi Minh City;

To suggest & propose measures for capacity development basedEnglish teaching management at primary schools in Ho Chi Minh City;

To organize tests and experienments to assert the legitimation,feasibility, and efficiency of the proposed measures

3 Research objects, subjects, and scopes

Limits of research scopes

Limits of research scopes: The capacity development-oriented

English teaching management at primary schools which realize thefollowing teaching programs: Primary English Program by MOET;Intensive English Program; Optional English Program, and IntegratedEnglish Program, is focused for researches in the thesis

Limits of scopes with respect of survey objects: Investigations and

surveys on English teaching & teaching management at primary schoolsare conducted in 8 districts and 3 suburban districts in Ho Chi Minh City

Limits of scopes with respect of time: Realistic figures and

documents on English teaching management at primary schools in Ho ChiMinh City had been collected from the year 2017 until the year 2019

4 Scientific assumptions

Teaching management actually means controls & adjustmentsover components in the teaching process in line with certain

objectives and requirements If the Education Management

Machinery makes organized impacts on English teachingobjectives, plans, contents, methods, and organization models; toorganize & build up teachers & students’ positive motivations andattitudes for English teaching activity; to guide for the deployment ofteaching & learning activities; to develop occupational skills andcultivation for teachers; to assure for teaching material facilities –techniques as well as an English practicing environment; to organizechecks and evaluation for capacity development-oriented English

teaching activity, the capacity development-oriented English teaching

at primary schools in Ho Chi Minh City shall be effectively managed

5 Research methods and methodologies

Methodologies

The thesis is researched based on Marxism – Leninism, Ho ChiMinh Ideology, and Vietnam Communist Party’s guidelines andviewpoints on education & education management; simultaneously,viewpoints to approach scientific researches are flexibly applied.Therefore, the considerations and settlement of capacity development-oriented English teaching management at primary schools in Ho ChiMinh City need implementing upon the following viewpoints:Approaches to subjects, system, capacity development, and reality

Research methods

To utilize all research methods of the specialty sciences,including the following specific research methods:

Group of theoretical research methods

To analyze, generalize, and summarize documents oneducation management, scientific works on English teaching,teaching management, learners’ capacity development,documentations, orders, and resolutions, etc., on teachingmanagement in general and English teaching management at theprimary education level in particular

Group of practical research methods

The author utilizes the following combined methods: Surveys byquestionnaires with 1,460 people; 1,219 of them are English teachers;

241 of them are managers at 173 primary schools in 11 districts &suburban districts (8 districts and 3 suburban districts), Ho Chi MinhCity; talkshows, discussions; product researches, pedagogy observation;independent analysis & judgments; expert; and testing methods

Group of auxiliary research methods

During the research process, the author of the thesis hasutilized mathematical statistical methods to process the figures asproof for the thesis’s judgment & evaluation and tests & experimentsfor the proposed measures

6 The thesis’s new contributions

Upon the viewpoint to approach objects in scientificresearches, theoretical issues in capacity development-orientedEnglish teaching at primary schools have been clarified while thedefinition and contents of capacity development-oriented Englishteaching at primary schools have been defined & influencers on thatmanagement process have been analyzed in the thesis;

The actual state of English teaching and teaching managementand simultaneoulsy, the actual state of positive & negative impacts

by influencers on English teaching management are clearly presented

in the thesis Thence, its advantages, disadvantages, and causes inEnglish teaching management at primary schools in Ho Chi MinhCity have been found out and mentioned in the thesis;

Seven measures for capacity development-oriented Englishteaching management at primary schools in Ho Chi Minh City aresuggested and proposed in the thesis The testing outcomes haveasserted the necessity and high feasibility of measures proposed inthe thesis for capacity development-oriented English teachingmanagement at primary schools in Ho Chi Minh City

7 The thesis’s theoretical and practical meanings

The thesis makes contributions to clarifying the theoreticalissues on capacity development-oriented English teachingmanagement at primary schools;

The research outcomes in the thesis make contributions toproviding scientific justification to leaders at Departments &Divisions of Education & Training as well as Principals at primary

schools in Ho Chi Minh City for effective management of capacitydevelopment-oriented English teaching;

The research outcomes in the thesis can be used as referencesfor English teaching and teaching management at primary schools

8 The thesis’s structure

The thesis consists of: Preface, 4 chapters (15 sessions),conclusions, propoasls, list of publicized works, and lists ofreferences & appendices

Chapter 1 OVERVIEW OF THESIS-RELATED RESEARCH

SITUATION 1.1 Research works on capacity development-oriented teaching & English teaching

In foreign countries, quite a few authors have discussed the

second - foreign language teaching – foreign language (University ofForeign Languages) and capacity development-oriented Englishteaching, such as the authors L.Mrowicki (1986), David Vale andAnne Feunteun (1995), Jacob and Farraell (2001), Scott Thornbury(2002), Jeremy Harmer (2001), Catherine Cheehy Skeflington(2005), P.L.Harde, S.H.Huang, C.T.Chiang, F.L.Jen, L.Warden(2006), and M.Ebata (2008)

In Vietnam, over the past years, teaching with competency

access or capacity development-oriented teaching has beenmentioned in research works by rather many authors The followingauthors can be mentioned: Phan Văn Nhân (2011), Trần Quốc Toản(2012), Đặng Thành Hưng (2012), Lương Việt Thái (2012), NguyễnCông Khanh (2013), Đặng Quốc Bảo, Nguyễn Sỹ Thư (2014), ĐàoViệt Hà (2014), Nguyễn Thu Hà (2014), Nguyễn Thanh Ngọc Bảo(2014), Trần Kiểm (2016), and Phạm Xuân Hùng (2016)

In addition, quite a few authors like Ngô Văn Quyết (1997),Nguyễn Quốc Hùng (1997), Lê Văn Canh (1998), and Trịnh Văn Minh(2005), etc., have discussed the current issues in Foreign Languageteaching (DHNN) and English teaching

1.2 Research works on teaching management and capacity development-oriented teaching management at primary schools

In foreign countries, so many authors have been interested in

teaching management and capacity development-oriented teaching

management, some of them may be named: Williiam E Blank (1982),R.E.Boyatzis (1982), Ilis Roger E (1993), K.E Paprock (1996), S.Kerka(2001), J.Richard and T.Rodger (2001), and Bernd Meier (2007).

In Vietnam, authors have mentioned the management,

including: Đặng Bá Lãm, Phạm Thành Nghị (1999), Phan Văn Kha(2007), and Trần Khánh Đức (2014) Besides, many authors have deeplyresearched into teaching management and student capacitydevelopment-oriented teaching management like: Đặng Huỳnh Mai(2005), Hồ Ngọc Đại (2010), Đặng Quốc Bảo, Đặng Thành Vinh(2011), Trương Thị Thu Yến (2012), Phạm Huy Tư (2014), Trần TrungDũng (2016), Dương Trần Bình (2016), and Lê Thị Thanh Thủy (2016),etc.,

1.3 Summary of key outcomes from published works and put-forward issues that need for further settlement

1.3.1 Summary of key outcomes from published works

(1) The significant objectives of teaching English to children interms of developing their skills to speak English with surroundingpeople have been clearly pointed out in the researches (2) The selection

of English programs, contents, methods, and models for organizationmust be oriented toward English standards for primary school students.(3) Objective requirements to strongly boost up and enhance the quality

of foreign language teaching, especially English at all educational levelshave been pointed out in some research works in Vietnam (4) Theteaching activity must be planned for the foreign language teachingmanagement; teaching contents, application and models must be re-structured and re-arranged; criteria set to evaluate teaching quality must

be built up; a mechanism to bring about motivations to teachers andstudents to well uphold their roles needs building up; material facilitiesshould be strengthened and the application of information technologiesshould be strengthened (5) Solutions to capacity development-orientedteaching management mean: innovation programs, building up capacitystandard-based teaching models, organizing and assigning learning tasks

to students, addressing the intereactions among teachers – learners –environment; activating learning & communication activities, andevaluating their learning performances upon “output” standards

1.3.2 Put-forward issues that need for further settlement

Firstly, to clearly point out definitions and contents of capacity

development-oriented English teaching management at primary schools;

Secondly, to research influencers on capacity

development-oriented English teaching management at primary schools in Vietnam;

Thirdly, to clarify the actual state of English teaching and its

management at primary schools in Ho Chi Minh City;

Fourthly, to determine capacity development-oriented English

teaching management at primary schools in Ho Chi Minh City

Conclusions to chapter 1

There have been many researches by both local and foreignauthors on learner capacity development-oriented teaching.Theoretical and practical bases for primary school students’ capacitydevelopment-oriented English teaching management from manyangles and aspects have been presented in those researches.However, many theoretical and practical issues must be addressed forholistic and virtue development of English teachers and learners

Chapter 2 THEORETICAL BASIS FOR STUDENT CAPACITY DEVELOPMENT-ORIENTED ENGLISH TEACHING MANAGEMENT AT PRIMARY SCHOOLS

2.1 Theoretical issues on capacity development-oriented English teaching at primary school

2.1.1 English teaching at primary schools

English teaching at primary schools means the consistencybetween teaching and learning activities during the process tofacilitate students with basic and minimum knowledge on English

as well as its listening, speaking, reading, and writing skills, thence,initially form and develop communication ability and positiveattitude toward English study

2.1.2 Capacity development-oriented English teaching at primary schools

2.1.2.1 The definition of capacity development-oriented English teaching at primary schools

Capacity development-oriented English teaching at primaryschools means the consistency between teaching and learningactivities taken place during the process of students’ knowledgeacquisition of and application to, skills, and attitudes toward thislanguage, through which to meet standards for English proficiency atthe primary educational level

2.1.2.2 The perception on standards for primary school students’ English proficiency

Standards for primary school students’ English proficiencymean the system of knowledge, skills, and attitudes toward Englishwhich primary school students need to gain to implement and apply

to their learning tasks and life

2.1.2.3 Basic features of capacity development-oriented English teaching at primary schools

Firstly, teaching objectives in each lesson and topic and theme

mean specification of standards for English proficiency regulated inthe syllabus deserved for each grade at the primary educational level

Secondly, capacity development-oriented English teaching contents

must be relevant to primary school students’ knowledge, experience,

and capacity level & highly particularized Thirdly, capacity

development-oriented English teaching at primary schools is oftenimplemented toward communication, requirements, and creation ofconditions for more interactions between teachers and students

Fourthly, capacity development-oriented English teachers at primary schools must be qualified to teach English in English Fifthly,

multimedia, information technology system, and an environment forEnglish practice are needed for capacity development-oriented English

teaching Sixthly, capacity development-oriented English teaching at

primary schools requests for focus on the mobilization of knowledgeand English skills to evaluate learning performance and addresslearning tasks & communication situations for students

2.2 Theoretical issues on capacity development-oriented English teaching at primary schools

2.2.1 The definition of capacity development-oriented English teaching management at primary schools

Capacity development-oriented English teaching management

at primary schools means impacts on components for the teachingprocess with objectives and plans by managers to gradually assurefor enhancement of students’ knowledge, skills, and attitudes in linewith standards for English proficiency regulated for the primaryeducational level

2.2.2 Contents of capacity development-oriented English teaching management at primary schools

2.2.2.1 Build-up and organization for the realization of plans and objectives for capacity development-oriented English teaching

(1) To specify standards for English proficiency for primaryschool students into teaching objectives & tasks for each class,topic and theme, and lesson (2) To organize the build-up anddeployment of capacity development-oriented English teaching (3)

To guide English teachers to assign tasks (homework) to studentsupon requests to strengthen English usage in studies andcommunication

2.2.2.2 Guidance to innovate contents, methods, and models for organization of capacity development-oriented English teaching

(1) Guidance to innovate English teaching contents to meetstudents’ needs for English proficiency development (2) Guidance toinnovate teaching methods and models to develop students’communication skill in English (3) To guide specialist teams todiscuss and withdraw lessons for capacity development-orientedEnglish teaching

2.2.2.3 Organization to build up teachers and students’ motivations & attitudes for capacity development-oriented English teaching and learning activities

(1) To enhance English teachers’ awareness of andresponsibilities for quality assurance of capacity development-oriented teaching activity (2) To guide teachers to learn about andlegitimately meet students’ needs and expectations throughorganization of capacity development-oriented English teachingactivity (3) To utilize many models to encourage students to useEnglish in learning and communication activities

2.2.2.4 Guidance to deploy and implement English teaching and learning activities

(1) To organize the realization of preparation & teachingpractice processes by English teachers at primary schools (2) Toorganize the information collection and processing on Englishteaching and learning activities at classrooms (3) To guide forcollaboration and cooperation among English teachers and classes’teachers in charge to organize for their students’ learning activity

2.2.2.5 To organize occupational cultivation for teachers and meet needs for capacity development-oriented English teaching

(1) To determine plans and objectives to cultivate occupationalskills and activities for English teachers at primary schools and meetrequirements for capacity development-oriented English teaching (2)

To organize the re-cultivation and re-training for English teachers atprimary schools and meet requirements for capacity development-oriented English teaching (3) To manage English teachers’ self-study and self-practice in line with occupational standards

2.2.2.6 Assurance for material facilities – teaching techniques

& English practice environment for students

(1) To invest in building specialty classrooms for Englishteaching at primary schools (2) To guide teachers to applyinformation technology, multimedia devices, and teaching software

to English teaching at primary schools (3) To assure for material –technical conditions for English clubs’ activities & schools’ extra-cirriculum sessions in which English is used

2.2.2.7 To organize checks and evaluate capacity development-oriented English teaching activity

(1) To organize checks and evaluate English teachers’teaching activity (2) To organize checks and evaluate students’learning performance upon standards for English proficiencyregulated in the program (3) To organize English talent contestsand create favorable conditions for students to sit for exams held byinternational testing body to gain English Certificates

2.3 Influencers on capacity development-oriented English teaching management

2.3.1 Environmental and social influences during the door and international integration period

open-2.3.2 Influences by orientations and tasks to generalize and enhance foreign language/English teaching quality in the national educational system

2.3.3 Influences by the qualification of English teachers at primary schools

2.3.4 Psychological influences on primary school students 2.3.5 Influences of material facilities, teaching techniques, and application of information technology at primary schools

Conclusions to chapter 2

In Vietnam, English subject in the general education program isthe foreign language subject Capacity development-oriented Englishteaching management at primary schools means impacts on componentsfor the teaching process with objectives and plans by managers togradually assure for enhancement of students’ knowledge, skills, andattitudes in line with standards for English proficiency regulated for theprimary educational level Contents of capacity development-orientedEnglish teaching management consist of: management of teachingobjectives, plans, contents, methods, and organization; management ofbuilding up teachers & students’ motivations and attitudes; management

of English teaching and learning activities; management of occupationalcultivation for teachers; management of English teaching & practiceenvironment; checks and evaluation of capacity development-orientedEnglish teaching activity

Chapter 3 PRACTICAL BASIS FOR ENGLISH TEACHING

MANAGEMETN AT PRIMARY SCHOOLS IN HO CHI MINH

CITY

3.1 Overview on primary education in Ho Chi Minh City 3.2 To organize investigations and surveys on the actual state of English teaching and teaching management at primary schools in Ho Chi Minh City

3.2.1 Purposes of investigations and surveys

To clarify the actual state of English teaching and teachingmanagement at primary schools in Ho Chi Minh City

3.2.2 Contents of investigations and surveys

To collect information, analyze teaching actual state, manageteaching and influencers on English teaching management at primaryschools in Ho Chi Minh City

3.2.3 Subjects and action fields of of investigations and surveys

The number of survey subjects stands at: 1,460 people, 1,219

of them are English teachers; 241 of them are managers at 173primary schools in 11 districts & suburban districts (8 districts and 3suburban districts), Ho Chi Minh City The duration forinvestigations and surveys: from January to June 2019