TEACHING ENGLISH FOR OCCUPATIONAL PURPOSES: TEACHERS’ COGNITIONS AND PRACTICES

Abstract

As a branch of English for specific purposes, English for occupational purposes (EOP) is acknowledged to enhance students’ employability. To contribute to the scant existing literature of EOP, this case study explores Vietnamese teachers’ cognitions and practices of EOP teaching. Data were collected from classroom observations and interviews with six teachers in a context of Vietnam. Each of the teachers was observed twice, and the interviews were conducted after the classroom observations. The findings show a diversity in teachers’ cognitions of different aspects of EOP teaching. Although observation and interview data reveal that they unpacked the curriculum and understood the objectives of the EOP courses, there were some differences in their EOP teaching. The results generally indicate the transfer of the teachers’ cognitions into their practices. Three teachers also reveal that they did not receive adequate relevant training for EOP teaching. The implications for EOP teaching and teacher training are thus discussed.