Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !

Overview of Domains

Domain 1: Knowledge of Language, Language Learning, & Curricular Content

Domain 1 represents subject matter knowledge for teaching. This domain includes teachers’
language proficiency, as well as knowledge of the language system, how languages are
learned, content and curriculum. English proficiency benchmarks (KNLNN) align with the CEFR,
giving priority to communicative competence. Knowledge of tKNLNN/CEF benchmarks also
guide student outcomes. Knowledge of the language system include pronunciation, grammar
and vocabulary. Curricular content knowledge includes cultures of English-speaking countries;
basic academic content in English; and knowledge of locally used English curriculum.

Domain 2: Knowledge of Language Teaching

Domain 2 deals primarily with pedagogical content knowledge. This knowledge includes
teaching the four skills, planning effective language lessons, creating supportive learning
environments, conducting effective lessons, assessing students’ progress and proficiency, and
using resources and technology effectively to support student learning.

Domain 3: Knowledge of Language Learners

Domain 3 relates to the knowledge of language learners, an often under-researched and under-
represented domain in teacher education and development. Teachers’ understanding of
students’ development, stages of learner language, and prior learning experiences contribute to
successful student learning. Understanding their students is also necessary as teachers help to
develop students’ creativity and critical thinking - essential 21st Century skills.

Domain 4: Professional Attitudes and Values in Language Teaching

Professional attitudes and values are embedded throughout the other knowledge domains, as
indicated by Domain 4. These attitudes and values include promoting and modeling language
learning; practicing cooperation, collaboration and teamwork; demonstrating professional
learning through ongoing proficiency development, reading, communities of professional
practice and peer observation, and participating in professional development activities.

Domain 5: Practice and Context of Language Teaching

Domain 5 represents the importance of the teachers’ understanding of context in which English
is being taught, and connecting the real uses of English in Vietnam to the English .This
understanding is demonstrated as teachers connect English learning to other school subjects,
and relevant contextual issues related to English use; and by connecting to other English users
through technology and invited speakers. It also encourages teachers to reflect on their own
language learning, teaching questions, and pursuing answers to inform their teaching.

Processes: Apprenticeship
The ETCF is infused with Lortie’s (1975) notion of the “apprenticeship of observation” - where
teachers and students learn content, behaviors, and processes through what is modeled and
experienced as well as through explicitly taught content. Therefore, competencies often include
both teacher and teaching, for example, Competency 3.4 says, “teachers practice creativity and
critical thinking... and help their students to develop creativity and critical thinking”.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !2

Table 1: Overview of Domains & Competencies

DOMAIN 1 Knowledge of Language & Curriculum

Competency 1.1a Teacher’s language proficiency

Competency 1.1b Working knowledge of CEFR

Competency 1.2 Language as a system

Competency 1.3 Understanding how languages are learned

Competency 1.4 Cultures of English-speaking countries

Competency 1.5 Academic content in English

Competency 1.6 Language curriculum

DOMAIN 2 Knowledge of Teaching

Competency 2.1 Language teaching methodology

Competency 2.2 Lesson planning

Competency 2.3 Conducting a lesson

Competency 2.4 Assessment of language learning

Competency 2.5 Resources

Competency 2.6 Technology

DOMAIN 3 Knowledge of Language Learners

Competency 3.1 Understand learners’ development to encourage & motivate them

Competency 3.2 Recognize developmental learner language to inform instructions

Competency 3.3 Reflect on learners’ values & prior learning

Competency 3.4 Develop learners’ creativity & critical thinking

DOMAIN 4 Professional Attitudes & Values in Language Teaching

Competency 4.1 Showing professionalism in language teaching

Competency 4.2 Practicing cooperation, collaboration & teamwork in language teaching

Competency 4.3 Professional development & life-long learning

Competency 4.4 Contributing to the language teaching profession

DOMAIN 5 Practice & Context of Language Teaching

Competency 5.1 Connecting learning beyond the language classroom

Competency 5.2 Reflecting on Language Learning & Teaching

Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !3

DOMAIN 1
KNOWLEDGE OF LANGUAGE, LANGUAGE LEARNING, and
LANGUAGE CONTENT AND CURRICULUM

Competency 1.1a Teacher’s Language Proficiency

Teachers demonstrate proficiency in the target language at an appropriate level on the
Common European Framework of Reference (CEF) and seek opportunities to
strengthen their proficiency -- Upper secondary teachers, C1; Lower Secondary
teachers, B2; Primary teachers, B1.
Primary B1 (provisional) Primary & Lower Secondary Upper Secondary C1
B2

Can understand the main Can understand the main ideas Can understand a wide range of
points of clear Competency of complex text on both demanding, longer texts, and
input on familiar matters concrete and abstract topics, recognize implicit meaning.
regularly encountered in work, including technical discussions
school, leisuBre, etc. in his/her field of specialization. Can express him/herself fluently
and spontaneously without much
Can deal with most situations Can interact with a degree of obvious searching for
likely to arise while travelling in fluency and spontaneity that expressions.
an area where the language is makes regular interaction with
spoken. native speakers quite possible Can use language flexibly and
without strain for either party. effectively for social, academic
Can produce simple connected and professional purposes.
text on topics which are Can produce clear, detailed
familiar or of personal interest. text on a wide range of Can produce clear, well-
subjects and explain a structured, detailed text on
Can describe experiences and viewpoint on a topical issue complex subjects, showing
events, dreams, hopes and giving the advantages and controlled use of organisational
ambitions and briefly give disadvantages of various
patterns, connectors and cohesive
reasons and explanations for options.
opinions and plans. devices.

Competency 1.1b Working Knowledge of Common European Framework (CEF)

Teachers understand the Common European Framework of Reference proficiency descriptors
at the levels that apply to their students, and are able to apply that understanding to their
teaching practice.
Knowledge Primary Teacher Secondary Teacher
of CEF Performance Indicators Performance Indicators

A1-A2 Is familiar with A1-A2 CEF proficiency Is familiar with A1-A2 CEF proficiency
descriptors and how to use those descriptors and how to use those
descriptors to inform instruction. descriptors to inform instruction.

A2-B1 Is familiar with A2-B1 CEF proficiency Is familiar with A2-B1 CEF proficiency
descriptors and how to use those descriptors and how to use those
descriptors to inform instruction. descriptors to inform instruction.

B1-B2 Is familiar with B1-B2 CEF proficiency

descriptors and how to use those
descriptors to inform instruction.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !4

Competency 1.2 Language as a System

Teachers adequately understand English sounds, word parts, word meanings, and word order
and how teach the language system at the primary or secondary level.

knowledge Primary Teacher Secondary Teacher

about Performance Indicator Performance Indictor
language

Pronunciation Provides model classroom listening Provides model classroom activities to

activities to practice phonics including practice phonics including songs, listening
songs, chants, and storytelling and speaking tasks

Highlights common pronunciation Highlights common pronunciation

difficulties for Vietnamese speakers difficulties for Vietnamese speakers
including consonant clusters and including consonant clusters and endings
endings.
Raises awareness of and provides
opportunities to practice word and
sentence stress, intonation patterns and
use of short forms. (E.g. I am = I’m)

Grammar Provides examples of grammatical Introduces grammatical items and help

points in meaningful contexts with students to practice them through
priority for meaning. meaningful contexts.

Provides opportunities for children to Introduces and helps students to deal with,
experiment with language without new or unknown items of grammar in a
analysing grammatical points. variety of ways (e.g. teacher presentation,
awareness-raising, discovery).
Uses language chunks to help children
to communicate meaning (with Responds to questions learners may ask
increasing grammatical accuracy). about grammar and, if necessary, refers to
appropriate grammar reference books.

Evaluates and selects grammar exercises

and activities, which support learning and
encourage spoken and written
communication.

Vocabulary Uses appropriate techniques (TPR, Evaluates and selects activities which help
multi-sensory, etc.) and teaching aids students to acquire and use new
(audio-visuals, pictures, gestures, etc.) vocabulary in oral and written contexts.
to help children to memorise the
meaning of new vocabulary. Uses activities that allow students to
recycle the introduced vocabulary in
Uses activities that allow children to familiar contexts.
recycle the introduced vocabulary in
familiar contexts. Evaluates and selects activities which
enhance students’ awareness of the need
for a variety of registers in different oral
and written contexts.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !5

Competency 1.3 Understanding How Languages are Learned

Teachers know and are able to apply knowledge about how languages are learned to
their own language learning and to their teaching.
Knowledge Primary Teacher Secondary Teacher
of Performance Indicators Performance Indicators
Language
Learning

How Uses English as much as possible (to Uses English as much as possible (to
instruction provide a model) and encourages children provide a model) and encourages children
affects to do the same. to do the same.
language
learning Uses Vietnamese where appropriate Uses Vietnamese where appropriate
(particularly to reduce anxiety). (particularly to reduce anxiety).

Uses VNamese to give (sandwiched) Use VNamese to give (sandwiched)

instructions and check Ss’ understanding. instructions and check Ss’ understanding.

How Recognizes individual learner variables Recognizes individual learner variables

individual (such as age, L1 literacy, personality, (such as age, L1 literacy, personality,
learner motivation, socioeconomic status). motivation, socioeconomic status) .
variables
affect Knows a variety of instructional techniques Knows a variety of instructional techniques
language
to address student differences. to address student differences.
learning

Competency 1.4 Cultures of English-speaking Countries

Teachers know and embed knowledge of target-language cultures into their teaching
and examine them in light of Vietnamese culture for understanding and empathy.
Knowledge Primary Teacher Secondary Teacher
of Culture Performance Indicators Performance Indicators

Cultures Helps children to gain awareness about Helps students to gain awareness about
English speaking countries. English speaking countries.

Raises children’s awareness of their own Evaluates and selects materials and
and other cultures through a range of resources which develop students’ interest in
topics (e.g., festivals, sports, costumes). and helps them to develop their knowledge
and understanding of their own and the
Introduces cultural topics through other language culture (e.g. cultural facts,
different methodologies, (e.g. events, attitudes and identity).
presentation, discovery approach).
Evaluates and selects a variety of texts,
Looks at similarities and differences source materials and activities which make
between Vietnamese and English- students aware of similarities and
speaking cultures. differences in socio-cultural ‘norms of
behaviour’.

Looks at similarities and differences

between Vietnamese and native English-
speaking cultures.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !6

Competency 1.5 Academic Content in English

Teachers use English language literature, cultural texts, and academic texts at
appropriate developmental level to teach language and content.
Literature Primary Teacher Secondary Teacher
Performance Indicators Performance Indicators

Literature Uses English literature at appropriate Uses English literature at appropriate

developmental level (such as folktales, developmental level (such as folktales,
fairytales, nursery rhymes, picture books, poems, short stories, plays) to teach
and common children’s stories) to teach language and content.
language and content.

Cultural Uses age-appropriate English cultural texts Uses age-appropriate English cultural
Texts (children’s websites, children’s television, texts (websites, television, songs etc.) to
songs etc.) to teach language and content. teach language and content.

Academic Integrates relevant topics (e.g. Science, Integrates relevant topics (e.g. history,
Texts Math, Physical Education, Art & Craft etc.) biology, geography, math) using English.
Ensures appropriate content that is
relevant to students’ abilities, needs and Ensures appropriate content that is
interests. relevant to students’ abilities, needs and
interests.

Competency 1.6 Language curriculum

Teachers understand the national foreign language curriculum and are able to use
textbooks and national and local curricular objectives when planning lessons.
Curriculum Primary Teacher Secondary Teacher
& Syllabus Performance Indicators Performance Indicators
Design

National and Knows about regulations, guidance etc. related Knows about regulations, guidance etc. related
local to the curriculum. to the curriculum.
curricula
Understands the requirements set out in the Understands the requirements set out in the
curriculum (understands the prescribed student curriculum (understands the prescribed student
level for his/her grade). level for his/her grade).

Knows about the continuity of the curriculum in Knows about the continuity of the curriculum in
their annual course outline. their annual course outline.

More than Understands that curriculum is more than Understands that curriculum is more than
textbook following a textbook. following a textbook.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !7

DOMAIN 2
KNOWLEDGE OF LANGUAGE TEACHING

Competency 2.1 Language teaching methodology

Teachers understand and are able to organize learning by using a variety of strategies and
techniques to integrate English listening, speaking, reading and writing for authentic purposes
and to address diverse language learners.
Primary Teacher Secondary Teacher
Performance Indicators Performance Indicators

Role of Equips children with language learning Equips students with language learning
teacher & strategies so that they can become more strategies so that they can become more
teacher autonomous. autonomous.
talk
Promotes children’s understanding of the Promotes students’ understanding of the
value of language learning in context. value of language learning in bringing more
educational, career opportunities.
Prioritizes the importance of developing
children’s language skills for Prioritizes the importance of developing
communicative competence. student’s language skills for communicative
competence.
Starts lessons in an engaging way (e.g.
warm-up games) and finishes them in a Starts lessons in an engaging way (e.g.
focused way (e.g. reinforcement, recap).) warm-up games) and finishes them in a
focused way (e.g. reinforcement, recap).
Acts as a facilitator, resource and guilde
in addition to an organizer of children’s Acts as a facilitator, resource and guide in
lesson participation. addition to an organizer of students’ lesson
participation.
Limits amount of teacher talk to
encourage children’s interaction and Limits amount of teacher talk to encourage
language use. students’ interaction and language use.

Teaching Creates interest in subject (setting, Creates a supportive listening environment

Listening context, characters) and provides that promotes students’ listening skills.
language support to prepare children for
listening. Uses different activities to encourage
students to develop pre-listening strategies
Develops children’s ability in listening (e.g. prior knowledge, prediction).
comprehension (through songs, chants,
stories, etc.) with support (miming, Designs and selects different activities to
pictures, etc). practice and develop a variety of listening
strategies for comprehension (e.g. listening
Helps children to link listening with other for gist, listening for key words, difficult or
skills. unknown vocabulary, redundancy,
background noise).
Develops the skills of discriminating
between and recognizing different sounds Designs and selects different activities to help
and words. students to recognise and interpret typical
features of spoken language (tone of voice,
stress and intonation).

Evaluates and selects post-listening tasks to

provide a bridge between listening and other
skills.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !8

Primary Teacher Secondary Teacher

Performance Indicators Performance Indicators

Teaching Creates a supportive learning Creates a supportive learning environment,

Speaking environment which promotes children’s which promotes students’ spoken interaction.
spoken interaction through repeating
(games, songs, multi-sensory activities) Uses appropriate and meaningful speaking
activities to encourage all learners of mixed
Reduces children’s anxiety and abilities to participate.
encourages them to speak confidently.
Encourages students to speak confidently
Selects and uses techniques to help without fear of making language errors.
children develop and improve their
pronunciation (sounds, stress, rhythm, Evaluates and selects appropriate and
and intonation). meaningful speaking activities focused on
fluency (e.g. group work, pair work,
Helps children to understand and use discussion, role play, problem solving etc.).
practical classroom language (simple
instructions and requests). Evaluates and selects appropriate and
meaningful speaking activities focused on
Encourages children to listen and accuracy (e.g. well staged controlled practice
respond to each other to develop exercises of certain target language:
personal and social skills (e.g. turn-taking, grammar, word choice etc.).
working together as a team, respecting
and helping other students). Encourages all students to listen and respond
to each other to develop their personal and
Selects or creates motivating activities social skills (turn-taking, working together as
that encourage children to practice and a team[respecting and helping other students
reproduce language areas in realistic etc.).
situations.
Evaluates and selects various activities to
help students to identify and use spoken
language (natural English: connected speech
and weak forms etc.) for real life
communication.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012 !9

Primary Teacher Secondary Teacher

Performance Indicators Performance Indicators

Teaching Evaluates and selects reading texts Evaluates and selects reading texts
Reading appropriate to children’s interests and appropriate to students’ interests and
local context. language level.

Selects or creates motivating activities Selects and recommends books for self-study
and provides support (e.g. brainstorming, appropriate to the needs, interests and
pre teaching vocabulary) that prepare language level of the students.
children for reading.
Uses activities to encourage students to
Begins to develop the skills of reading for develop pre- reading strategies (e.g. prior
the main idea and for detail. knowledge of a topic and using prediction) to
help students complete comprehension tasks.
Trains children to be able to link reading
with other skills. Sets different activities for students to
practice and develop different reading
Encourages children to read for pleasure strategies according to the purpose of
taking into account their individual reading (e.g. skimming, scanning).
interests and language level.
Helps students to develop different coping
Develops children’s reading strategies when reading (e.g. difficult or
comprehension (e.g. through using unknown vocabulary, author’s intention or
songs, chants, stories.) with meaning attitude).
support (e.g. miming, pictures).
Helps students to develop critical reading
skills (e.g. reflection, interpretation, analysis).

Evaluates and selects a variety of post-

reading tasks to provide a bridge between
reading and other skills.

Teaching Creates a supportive learning Creates a supportive learning environment

Writing environment that combines children’s that promotes students’ written interaction
speaking and writing. and develops their creativity.

Selects or creates activities that stimulate Provides a variety of example text types and
children’s creative writing at sentence meaningful tasks for written communication
levels. (email, letters, stories, CV and job
applications).
Uses activities to promote writing at
paragraph level using templates. Uses a variety of techniques to help students
to develop understanding of the structure,
coherence and cohesion of a text and
produce written texts accordingly.

Helps students to understand the stages of

the writing process i.e. gathering and sharing
information, planning and structuring written
texts (e.g. by using mind maps, outlines etc.),
reflecting on, editing and improving their own
writing.

Uses peer-editing and feedback to assist the

writing process.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 10

Competency 2.2 Lesson Planning

Teachers understand and are able to plan effective lessons and design assignments
and activities that address content and integrate skills, and help students to learn
language forms and functions.

Lesson Primary Teacher Secondary Teacher

Planning Performance Indicators Performance Indicators

Curriculum Identifies [national English ]curriculum Identifies curriculum requirements and sets
& requirements and sets learning aims and learning aims and objectives (e.g. for a
Objectives objectives (e.g. for a school year, term) school year, term) accordingly.
accordingly.
Plans specific learning objectives for a
Writes general goals and specific sequence of lessons, individual lessons, and
measurable learning objectives for a unit periods.
and lessons, and lesson components
Sets objectives which help students to reach
Sets objectives which help children to their full potential, taking into account their
reach their full potential, taking into needs, abilities, and interests.
account their needs, abilities, and
interests.

Variety Varies and balances lesson steps to Varies and balances lesson steps to enhance
enhance and sustain children’s and sustain students’ motivation and interest
motivation and interest and responds to and responds to individual learning styles.
individual learning styles.
Plans activities allowing for a varied
sequence of content and integration of skills.

Time Identifies the time needed for specific Identifies the time needed for specific topics
topics and activities and plans and activities and plans accordingly.
accordingly.

Instructions Plans classroom language (e.g. Prepares graded classroom language (e.g.
instructions, concept checking) in a way instructions, grammatical terms) in a way
necessary to carry out the lesson at necessary to carry out the lesson at
children’s level of instruction. students’ level of instruction.

Content Integrates relevant topics (e.g. Science, Integrates relevant topics (e.g. History,
Maths, PE, Art & Craft etc.) using Biology, Geography) using English.
English.
Plans to teach simple research skills
Insures appropriate content that is (searching for information, presenting
relevant to children’s abilities, needs, and findings, etc.).
interests.)
Insures appropriate content that is relevant to
students’ abilities, needs, and interests.

Activities Maximizes children’s interaction with Incorporates a variety of activities that

activities which cater for a range of encourage student interaction (e.g. speaking
learning styles (e.g. songs, games, pair in pairs, writing in groups, role- play).
work, group work).
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 11

Competency 2.3 Conducting a Lesson

Teachers know how to create a supportive, meaningful learning environment and carry
out the lesson plan and manage classroom activities to give students language input,
opportunities for negotiation of meaning, and meaningful interaction.

Conducting a Primary Teacher Secondary Teacher

Lesson Performance Indicators Performance Indicators

Supportive, Creates a child-friendly learning Creates a learner-friendly learning

meaningful environment, including the use of environment, including the use of praise,
classroom praise, encouragement, problem-solving encouragement, problem-solving and fun
and fun classroom activities classroom activities.

Using Starts lessons in an engaging way (e.g. Starts lessons in an engaging way (e.g.
Lesson warm-up games) and finishes them in a warm-up games) and finishes them in a
Plans focused way (e.g. reinforcement, recap) focused way (e.g. reinforcement, recap).

Carries out the lesson plans making Carries out the lesson plans making smooth
smooth transitions between activities. transitions between activities.

Is flexible and can change lesson plans Is flexible and can change lesson plans to
to respond to children’s needs and respond to students’ needs and interests.
interests.
Makes assessment notes (e.g. on the
Notes children’s performance and lesson plan) of students (as the lesson
successes and difficulties (e.g. on the progresses, or soon after) to inform future
lesson plan) during the lesson to inform planning.
future planning.
Notes successes and difficulties (e.g. on the
lesson plan) during the lesson and adjusts
future lessons accordingly.

Reflects on lesson content (e.g. activities,

students’ reaction) and uses this to inform
future planning.

Classroom Arranges the classroom for individual, Arranges the classroom for individual, pair,
management pair, group and -class work according to group and whole-class work according to
the lesson objectives. the lesson objectives.

Gives clear and simple instructions in Gives clear and simple instructions in
English (or Vietnamese where English (or Vietnamese when necessary).
appropriate).
Displays students’ work to celebrate their
Displays learners’ work to celebrate achievements (e.g. posters, class
their achievements (e.g. mini-books). newspapers).

Establishes classroom routines (e.g.

time limits for work, raising hands, etc.).

Uses and manages resources efficiently

and trains learners to do the same
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 12

Competency 2.4 Assessment of Language Learning

Teachers understand formative (ongoing), and summative (progress and proficiency)

assessment tools and techniques, and are able to design and use age-level-
appropriate assessments to inform instruction, and to measure student progress and
proficiency.

Assessment Primary Teacher Secondary Teacher

Performance Indicators Performance Indicators

Design Designs age-appropriate assessment Designs assessment tasks relevant to the

assessment tasks relevant to the objectives and objectives and content of the curriculum.
content of the curriculum.

Ongoing Implements continuous assessment Implements continuous assessment which

assessment which allows all children to demonstrate allows all students to demonstrate their
their knowledge and skills (e.g., knowledge and skills (e.g., assessing in-
assessing in-class reading and listening class comprehension activities/tasks).
comprehension activities/tasks).
Uses in class activities to monitor and
Uses in-class activities to monitor and assess students’ participation and
assess children’s participation and performance.
performance.
Assesses students’ ability to work
Assesses children’s ability to work independently and collaboratively.
independently and collaboratively.

Select Evaluates and selects valid assessment Selects valid assessment procedures
assessment procedures (quizzes, portfolios, self- (speaking / writing tests, portfolios, peer/
assessment, etc.) appropriate to learning self- assessment etc.) appropriate to
aims, objectives and content. learning aims and objectives.

Use Identifies strengths and areas for Identifies strengths and areas for
assessment improvement in children’s performance improvement in students’ performance,
information (e.g. through role plays, story telling, using them to inform future lplanning.
quizzes and mini tests), using them to
inform future planning.

Use all assessment materials to write a Use all assessment materials to write a
report on children’s progress and report on the students’ progress and
achievement. achievement.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 13

Competency 2.5 Resources

Teachers are able to use and adapt required textbooks effectively for language teaching
and to locate and adapt materials and resources appropriate for students’ age and
language level.

Materials Primary Teacher Secondary Teacher

and Performance Indicators Performance Indicators
Resources

Select & Selects appropriate textbook and Selectsappropriate textbook and materials
adapt materials and adapts where necessary and adapts where necessary the contents of
materials the contents of the available resources the available resources (e.g. textbooks,
(e.g. textbooks, flash cards, pictures, flash cards, pictures, websites, etc.)
websites, etc.) appropriate for children. appropriate for children.

Resources Knows and has access to the resources Knows and has access to the resources
available in school (OHP, computers, available in school (OHP, computers, library,
library, etc.). etc.).

Overcomes the organizational constraints Overcomes the organizational constraints

and resource limitations that exist at and resource limitations that exist at school
school and creates self-made teaching and creates self-made teaching aids. Adapts
aids. Adapts teaching accordingly. teaching accordingly.

Make Makes teaching aids and materials from Makes teaching aids and materials from
materials available resources if needed. E.g. available resources if needed. E.g.
flashcards, posters flashcards, posters

Teaches and encourages children to Teaches students to produce materials for

produce materials for themselves and themselves and other learners (e.g.
other learners (e.g. picture dictionaries, presentations, dictionaries, posters, maps,
posters, personal books, etc.). personal books, etc.).

Reference Recommends dictionaries (e.g. picture Recommends dictionaries (e.g. picture

materials dictionaries) and other reference books dictionaries) and other reference books
useful to learners. useful to students.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 14

Competency 2.6 Technology for Language Teaching

Teachers have basic computer literacy and are familiar with basic applications and uses
of technology for language teaching and learning.

Technology Primary Teacher Secondary Teacher

Performance Indicators Performance Indicators

Use Promotes the use of technology to assist Promotes the use of technology to assist
technology learning wherever possible learning wherever possible.
in
teaching Selects and uses available ICT materials Selects and uses available ICT materials
and activities in the classroom appropriate and activities in the classroom appropriate
for children including presentation tools, for children including presentation tools,
educational websites, blogs, social educational websites, blogs, social
networks to assist learning (where networks to assist learning (where
applicable). applicable).

Teach Teaches children to use available ICT (e.g. Teaches children to use available ICT (e.g.
learners to computers, CD players, tape recorders, computers, CD players, tape recorders,
use etc. for learning). etc. for learning).
technology
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 15

DOMAIN 3
KNOWLEDGE OF LANGUAGE LEARNERS

Competency 3.1 Understand learners’ development to motivate them.

Teachers understand learners’ cognitive and affective development, and learning styles,
and develop instructional practices that address and motivate diverse learners.

Learner Primary Teacher Secondary Teacher

Developme Performance Indicators Performance Indictors
nt

Cognitive Considers cognitive development of Considers cognitive development needs of

young learners (e.g. meaning focused, learners including problem solving, learning
interactive listening and speaking, styles, multi intelligences, attention span and
learning styles, short-term memories, etc.). students’ characteristics.

Affective Understands the affective needs of Understands the affective needs of students
children and how to motivate learning and how to motivate through use of praise,
(through use of praise, reward, fun reward, fun activities, and sense of
activities, and sense of achievement, achievement, etc.
learning environment, setting rules and
routines, etc.).

Maintains children’s attention, Maintains students’ attention, participation,

participation, and engagement through and engagement through the use of various
the use of various techniques (e.g. praise techniques (e.g. praise and encouragement,
and encouragement, fun, personalization, personalization, problem- solving activities).
problem- solving activities).

Learning Maximizes children’s interaction with Maximizes students’ interaction with

styles activities which cater to a range of activities which cater for a range of learning
learning styles (e.g songs, games, pair styles (e.g. role plays, games, pair work,
work, group work) and children’s group work) and students’ characteristics
characteristics (imaginative, creative, etc.) (imaginative, creative, etc.)
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 16

Competency 3.2 Recognize learner language to inform instruction

Teachers recognize the characteristics of developmental learner language and adapt
their instruction and deal with errors appropriately at particular students’ developmental
stage.

Learner Primary Teacher Secondary Teacher

Language Performance Indicators Performance Indicators

Errors Analyses children’s errors and identifies Analyses students’ errors and identifies
what may cause them (e.g. what may cause them, including
pronunciation, word order, grammatical pronunciation, word order, grammatical
differences from Vietnamese.) differences from Vietnamese.

Identifies children’s errors and provides Identifies students’ errors and provides
constructive feedback in a positive way constructive feedback in a positive way (e.g.
(e.g. using echo correction, self- and using echo correction, self- and peer-
peer-correction). correction).

Learning Deals with errors that occur in class in a Deals with errors that occur in class in a
environment way that supports risk-taking, learning, way that supports risk-taking, learning, and
& risk-taking and fluency. fluency.

Provides classroom environment that Provides classroom environment that

encourages children to see errors as a encourages students to see errors as a way
way of improving their English. of improving their English

Inform Use error analysis to inform further Use error analysis to inform further
instruction instruction. instruction.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 17

Competency 3.3 Reflecting on learners’ values and prior learning

Teachers reflect on their own and their students’ cultural values and prior learning
experiences and how they affect students’ language learning preferences and
classroom behaviors.

Cultural Primary Teacher Secondary Teacher

Values & Performance Indicators Performance Indicators
Prior
Learning

Prior Reflects on children’s other classroom Reflects on students’ prior classroom

learning learning experiences and how these learning experiences and how these
experiences experiences affect children’s behavior in experiences affect students’ behavior in the
the language classroom. language classroom.

Changing Reflects on what went right and what Reflects on what went right and what
student children resisted (for example, moving into students resisted (for example, moving into
learning group or sharing answers in English) in group, asking critical questions in English)
behaviors the language classroom. in the language classroom.

Student Occasionally asks children what they liked Occasionally asks student what they liked
feedback or didn’t like about language activities and or didn’t like about language activities and
content. content.

Responds to children’s feedback Responds to student feedback

appropriately, including teaching students appropriately, including teaching students
new behaviors and procedures. new behaviors and procedures.

Competency 3.4 Developing learners’ creativity and critical thinking

Teachers practice creativity and critical thinking in their own language learning and
teaching, and at appropriate developmental levels, help their students to develop
creativity, and critical thinking skills.
Creativity, Primary Teacher Secondary Teacher
Critical Performance Indicators Performance Indicators
Thinking

Questions Uses questions to stimulate creativity and Uses questions and tasks to move beyond
& tasks imagination using English. facts and short-answers to providing a
context for creativity and critical thinking.

Critical Designs activities that allow children to Designs activities that promote critical
thinking & solve problems using English. thinking and problem solving among
problem students.
solving

Innovation Encourages children to be creative in their Demonstrates innovation and creativity in

& creativity English assignments and participation. their teaching, applying new approaches to
teaching familiar content.

Encourages innovation and creativity in

their students’ assignments and
participation.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 18

DOMAIN 4
PROFESSIONAL ATTITUDES & VALUES IN LANGUAGE TEACHING

Competency 4.1 Demonstrating Professionalism in Language Teaching

Teachers know and promote the value of foreign languages for their students and
society and demonstrate professionalism in their teaching.

Professionalism Primary and Secondary Teacher

Performance Indicators

Value & promote Values language learning for themselves and for their society
language
learning Encourages foreign language education in their schools and community.

Competency 4.2 Practicing Cooperation, Collaboration, & Teamwork in

Language Teaching

Teachers know how to work cooperatively, and to collaborate with others in teams to
accomplish tasks, and teach students these skills in the language classroom.

Cooperation, Primary and Secondary Teacher

Collaboration, Performance Indicators
Teamwork

Cooperation Understands and uses cooperation in the language classroom and among
colleagues to divide tasks, assign roles and accomplish a task.

Collaboration Understands and uses collaboration among colleagues, and among students to
negotiate meaning, compromise, incorporate multiple perspectives, assign roles
and accomplish a task.

Teamwork Works in professional teams and teaches students to work in teams, sharing
knowledge and working face-to-face and with technology to accomplish tasks,
make decisions and solve problems; created opportunities for students to work
in teams.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 19

Competency 4.3 Professional Development and Life-long Learning

Teachers develop and practice learner autonomy, and are able to pursue current
information about language teaching and research, and develop new skills and
competencies.

Professional Primary and Secondary Teacher

Development & Performance Indicators
Life-long Learning

Proficiency Continues to improve their own language proficiency through

self-study and pursuing other opportunities.

Personal Pursues further professional knowledge,

professional understandings & skills through professional reading (online and other).
knowledge

Professional Engages in professional conversations with local teachers and

community colleagues (e.g. develops local community of practice; mentors young
teachers).

Observing others Observes other teachers (or college and university teachers), invites other
to observe them, and learns from constructive feedback.

Competency 4.4 Contributing to the Language Teaching Profession

Teachers pursue ongoing professional development opportunities, and contribute to the

exchange of ideas within their teaching community, enhancing the quality of teaching in
Vietnam.

Contributing to the Performance Indicators

Profession

Professional Participates in [at least one language teaching professional organization,

associations participating in] professional development workshops and conferences on a
yearly basis.
Vietnam’s In-service ETCF Approved by MOET December 21, 2012
! 20

DOMAIN 5
PRACTICE & CONTEXT OF LANGUAGE TEACHING

Competency 5.1 Connecting Learning Beyond the Language Classroom

Teachers understand the importance of connecting their own learning and their
students’ language learning to other students, classes, school, and relevant contextual
issues.
Connect Primary Teacher Secondary Teacher
beyond Performance Indicators Performance Indicators
classroom

Other Designs cross-curricular learning Connects English learning to other

subjects activities (such as linking and subject areas
within signposting) among subjects (such as
school Primary Science) and English. Designs opportunities for students to
learn from colleagues in other subject
areas within the school, assisting their
students to learn new information in
English.

Native & Uses media and technology to bring Provides opportunities for their
multilingual authentic native speaker and students to connect to target-language
speaker multilingual examples into the communities through a variety of
models classroom. means such as technology and authentic
materials.
Invites native- or multilingual
speakers, and others who have traveled Develops connections with target-
abroad to visit class for brief sharing, language communities & uses them in
reading aloud, or questions and planning & instruction (e.g.encouraging
answers when available. students to interview native- or
multilingual speakers; inviting speakers
into class) when available.

Competency 5.2 Reflecting on Language Learning and Teaching

Teachers practice ongoing reflection to examine their own language learning, and their
own teaching questions, and use their findings to inform their own practice.
Reflection Primary Teacher Secondary Teacher
& Performance Indicators Performance Indicators
Research

Asking Identifies and reflects on teaching Identifies and reflects on teaching

questions questions questions
about
teaching

Finding Tries new activities or applies new Examines their own language learning or
answers knowledge to find answers to teaching teaching questions.
to questions.
teaching Tries new activities or applies new
questions knowledge to find answers.