Drawing on a
qualitative case study research with Australian-trained Vietnamese teachers of
English, this chapter challenges such a generalized culture of learning in the
context of English as an International Language (EIL).
The findings suggest that in these teachers’ perception, a stereotypical
culture of learning ascribed to both learners and teachers still persists, and
that this presents an obstacle to effective learning and teaching. This
perspective reinforces stable norms and ideology often found in language
learning scholarship, the usual parameters of accuracy and fluency, but this
hinders the process of maximizing opportunities in learning. However, due to their exposure to the
philosophy and pedagogy of EIL,
these teacher participants tended to develop a conceptual change about
themselves, their teaching profession and their learner identity in ways that contribute
to nurturing a culture of learning appropriate for their teaching in Vietnam. EIL offers space for both learners and teachers to view
each other in different ways from the convention. The study demonstrates that
conceptual change among teachers regarding teacher identity, traditional perceptions of monolithic
English language and culture, and their re-conceptualization of ‘hard-to-die’
learning norms plays a significant role in (re)shaping learner identity and
‘culture of learning’.
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