English for Specific Purposes in Military Contexts: Insights from a Vietnamese EFL Teacher’s Experience
DOI:
https://doi.org/10.59698/kognisi.v2i1.191Keywords:
A Vietnamese EFL teacher’s experience, English for Specific Purposes teaching, military contextsAbstract
This qualitative study explores the distinctive aspects of teaching English for Specific Purposes (ESP) to military forces, through the lens of a Vietnamese EFL teacher’s experiences. The research focuses on understanding the unique challenges and strategies involved in military ESP teaching, set within the context of a public institution in the Mekong Delta region of Vietnam. Employing semi-structured interviews, the study delves into the teacher’s reflections, revealing key themes such as the importance of adapting to the specific linguistic needs and operational contexts of the military, the integration of military culture and hierarchy into language learning, and the emphasis on discipline and structured approaches. The analysis is informed by two theoretical frameworks: the concept of ESP teaching and the Zone of Proximal Development (ZPD), offering insights into the tailored content and pedagogical adjustments required in military settings. Findings highlight the necessity for ESP programs to be meticulously customized for military contexts, emphasizing practical application and cultural sensitivity. The study underscores the need for ESP educators to have a deep understanding of military hierarchy and culture, and for teacher training programs to include components on contextual sensitivity. The findings contribute to the field by outlining specific pedagogical strategies and content considerations essential for effective ESP teaching in military contexts.
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