Semester 1 for the academic year 2016-2017

Fondation Hoffmann Scholarship, donated by the Fondation Hoffmann, amounts to

$1000, to cover ten examination processing fees for the online courses at UoPeople
financial aid to learn Coursera courses

3. AE E-teacher online course sponsored by US Bereucracy and Training, amounting to

$1000, held from January to March, 2018.

1. AE E-teacher community of practice

2. Creative Language Center at Ton Duc Thang University
3. RISE “immersive learning” English center
4. Network of Mekong Delta's Youth

Teaching experience:
1. English teacher at Foreign Language Center of University of Education – branch 4
2. English teacher at RISE school.
3. Online English tutor for children
4. English visiting lecturer at CLC center at Ton Duc Thang University
5. Tutor for visually-impaired students

What area(s) within your field of study that you want to specialize in?
The area I want to focus is Teaching English and life skills to young adult learners (high school or
university students). However, I am teaching a language, so it involves cultural teaching, critical
thinking, communications and a lot of other necessary skills in the modern life as a life long learner and
global minded citizens. As an educator, I have the desire to be the coach, the mentor, the mindfulness
guide for young people. I want to find my own spark in teaching, for instance developing my own
program that suits young people's needs and voices. One program I am harboring is REAL (Real
English And Life). English is not necessarily a subject, but the means to perform and communicate in
life. However, I am wondering how to teach the language in the way that students can acquire the
language most naturally, even though they are already too old to take in the foreign language in the way
of their mother tongue.

The question/ problem I want to ask is: How to teach English without teaching English? But still give
them enough language/tools to express themselves and think critically.
I want to teach the students with different creative tasks, but the students are simply not interested or
not having enough language to do the tasks.

The tasks when teaching English must be very well-designed to be effective and has to have
appropriate timed-reviews to be remembered. For teachers, is this too much?

Where is the collaboration between the teachers? Why don't we have time to collaborate? In Vietnam, I
don't see much that kind of community or collaborative projects that involves young teachers? We are
so passionate for the students' learning but no one is listening to us. I have seen the great benefits of
feedback. If teachers receive feedbacks on a regular basis, teachers are all ...
I think the goal and reviews are very important when teaching young adults the language.
That also leads me to be interested in Educational Leadership, as I have seen that good leadership can
create change. Although I am not a born leader, I have to be a leader at least in the classroom setting, or
else the students will lead me, which is a disaster sometimes. I never reckon myself to be a good leader
for someone else, but I must be a self-leader, because I lead my life. If I can only teach one last lesson,
the thing I would teach is LEAD YOUR LIFE, not YOLO. Here comes another idea “The last lesson”.
This is inspired from the “LAST LECTURE” by Randy Pausch – a Carnegie Mellon professor. The
professor pointed out three rules to achieve your childhood dream, those are