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dc.contributor.authorNguyen, Minh Hue
dc.contributor.authorNgo, Xuan Minh
dc.contributor.editorNghia, Tran Le Huu
dc.contributor.editorTran, Ly Thi
dc.contributor.editorNgo, Mai Tuyet
dc.date.accessioned2023-09-18T09:30:18Z
dc.date.available2023-09-18T09:30:18Z
dc.date.issued2023-09-16
dc.identifier293919399
dc.identifier32b43688-44d8-4236-a69b-9644c23708cf
dc.identifier.citationNguyen , M H & Ngo , X M 2023 , The role of English language learning experiences in the development of TESOL preservice teachers’ identity capital . in T L H Nghia , L T Tran & M T Ngo (eds) , English language education for graduate employability in Vietnam . Global Vietnam: across time, space and community (GVATSC) , Springer Singapore , Singapore , pp. 185-204 . https://doi.org/10.1007/978-981-99-4338-8_9en
dc.identifier.isbn9789819943371
dc.identifier.isbn9789819943401
dc.identifier.isbn9789819943388
dc.identifier.issn2731-7552
dc.identifier.othercrossref: 10.1007/978-981-99-4338-8_9
dc.identifier.otherORCID: /0000-0002-0252-3513/work/142499060
dc.identifier.urihttps://hdl.handle.net/10023/28414
dc.description.abstractIn our globalised world, English as a dominant language has become a means for enhancing employability, economic growth, transnational mobility, status, and prestige. In accordance with this, many education systems include English education at all schooling levels. As a result, English language learning has become a major part of many students’ educational experiences. However, how this experience contributes to shaping their employability, especially employable identity, remains an open question. Aiming to address this gap, this chapter draws on Tomlinson’s (2017) model of graduate employability as a theoretical framework and uses a qualitative case study design. Based on data collected from narrative frames and individual interviews with two preservice teachers of English, the study identified the preservice teachers’ levels of investment made toward English language learning, abilities to draw on English language learning experiences to articulate a narrative of employable identity, and self-concepts relating to future role as teachers of English. These findings show that the participants’ English language learning experiences that spanned over many years contribute essentially to the development of their identity capital which they could use to develop and project themselves as employable graduate teachers. The chapter offers implications for English language teacher educators and future employers.
dc.format.extent20
dc.format.extent632395
dc.language.isoeng
dc.publisherSpringer Singapore
dc.relation.ispartofEnglish language education for graduate employability in Vietnamen
dc.relation.ispartofseriesGlobal Vietnam: across time, space and community (GVATSC)en
dc.subjectEmployabilityen
dc.subjectIdentity capitalen
dc.subjectNarrativesen
dc.subjectTESOLen
dc.subjectPre-service teachersen
dc.subjectEnglish educationen
dc.subjectTeacher educationen
dc.subjectLB Theory and practice of educationen
dc.subjectPE Englishen
dc.subjectEducationen
dc.subjectLanguage and Linguisticsen
dc.subjectSDG 4 - Quality Educationen
dc.subjectSDG 8 - Decent Work and Economic Growthen
dc.subjectSDG 10 - Reduced Inequalitiesen
dc.subjectMCCen
dc.subject.lccLBen
dc.subject.lccPEen
dc.titleThe role of English language learning experiences in the development of TESOL preservice teachers’ identity capitalen
dc.typeBook itemen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.identifier.doi10.1007/978-981-99-4338-8_9
dc.identifier.urlhttps://doi.org/10.1007/978-981-99-4338-8en


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