Incorporating The Social Justice-Oriented Pedagogies in the Teacher Education Program: A Case Study for Vietnamese Higher Education

Abstract

This qualitative research underscores the influence of social justice-oriented pedagogies on the growth of emerging bilinguals (EB) enrolled as teacher candidates in English language teacher education programs in terms of both linguistic, instructional, and long-term professional realms. Collaboratively conducted with dedicated pre-service student teachers (PST), this case study addresses cultural gaps and structural disparities in Vietnamese educational society. By delving into the expanding literature on these associated types of pedagogies within language education research, the case study involved 20 PST-EB in Vietnam. Engaging with social organizations, these PSTs integrated real-life experiences into their classroom knowledge production. The outcomes revealed that the PST developed an enhanced awareness of diverse worldviews, a heightened sense of responsibility towards marginalized communities, an inclination towards culture-oriented educational solutions to combat inequality and injustice, and improved skills for public knowledge dissemination. The manuscript explores these findings and delineates their implications.