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1、Culturesofteaching:voicesfromVietnamMarilynLewisandFionaMcCookRecentarticleshavecommentedonthelackofuptakebyteachersinAsiaofCommunicativeLanguageTeaching(CLT)principles,asintroducedduringteachereducationprogrammes.Onesuggestedreasonforthisisthatteachersmayassumethatthereisanoppositionbetwee
2、nCLTandtraditionalapproaches.Studiesonthistopicdrawonquestionnaires,onthewriters’teachingexperiences,andonclassroomobservation.ThepresentresearchquotesfromjournalswrittenbyVietnameseteachersofEnglishduringanin-servicecourse.Thejournalsrevealthatteachersdoimplementnewideasatthesametimeasinco
3、rporatingthetraditionalfeaturesvaluedintheireducationalsystems.TeachereducationTheuptakeorrejectionofCommunicativeLanguageTeaching(CLT)inandCommunicativeAsianclassroomscontinuestoattractdiscussion,withChinathemostLanguageTeachingstudiedexample.Particularinteresthasbeenshowninthee¤ectofin-se
4、rvicecoursesonlaterpractice.Chinesesenior-middleschoolteachersonacoursetaughtbyHird(1995:22)inHangzhou‘sawonlylimitedpossibilitiesfortheuseofWesternmethodologyintheirteaching’.Hirdsumsuptheteachers’doubtsaboutCLTinrelationtothreefactors:pasttraditions,currentpractices,andthewayinwhichCLThas
5、beeninterpreted.Lamb(1995)alsoreferstoaclashbetweenthenewandthetraditional,illustratedbycomparingin-servicecoursecontentinIndonesiawithlaterclassroompractice.Theresultsofhisenquiryayearafterthein-servicecoursemakediscouragingreading.Theyinclude‘nouptake’,‘confusion’,and‘adaptationandrejecti
6、on’,withonlyafewteachersreporting‘afundamentalchangeintheirapproachtoteaching’(Lamb1995:78).InresponsetothismismatchEllis(1996),whoseexperiencewasinVietnam,recommendsthatWesternteachersshouldlookforcommongroundbetweenVietnameseculturalvaluesandCLT.Holliday(1997)too,havingexaminedsix‘communi
7、cative’EnglishlanguageclassesatuniversitiesinIndiaandChina,suggestsexaminingclassroomcultureintermsofthewiderculturetoshowtheinterrelationshipbetweenlocal,national,international,professional,andacademiccultures.Thisreport,therefore,continueswithareviewof
