Reframing English language pedagogy: A practitioner inquiry in a Vietnamese university

This is a qualitative practitioner inquiry in which I reframe my knowledge and practices as a Vietnamese teacher of English at a university in Vietnam. In the course of my PhD project, I developed a pedagogical framework and implemented it into two university classes. By working collaboratively with two teaching colleagues, and with feedback from my students, I was able to develop a ‘renewed’ conception of my teaching practices. The study shows the value of incorporating a translanguaging approach and a dialogic approach to teaching and learning English.