World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), p.62
Jennifer Veraces Silva, LPT, ESL Teacher
LAC Hong Bilingual School
ABSTRACT
This study examines the best practices and instructional challenges of ESL expatriate teachers at Lac Hong Bilingual School in Bien Hoa, Dong Nai, Vietnam, to develop a context-responsive Professional Development (PD) model. Using a qualitative case study design, the research explores the lived experiences, teaching techniques, and professional needs of expatriate ESL teachers working within a bilingual education system. Data will be collected through semi-structured interviews, classroom observations, and document analysis, involving purposively selected participants with relevant teaching experience.
The study is anchored in Vietnam’s educational reforms, which prioritize competency-based learning, English proficiency, and ongoing teacher development (Ministry of Education and Training Vietnam, 2018). Despite the presence of experienced expatriate teachers, difficulties such as curriculum discrepancies, cultural differences, varying student proficiency levels, and insufficient context-specific professional development persist. These factors may undermine instructional quality and student achievement.
Through thematic analysis, the study aims to identify effective instructional practices and the key challenges teachers face. Findings are expected to highlight the need for structured, localized professional development programs tailored to the realities of bilingual education settings. The proposed PD model will serve as a framework to support expatriate teachers, enhance instructional quality, and align teaching practices more closely with institutional expectations.
This research aims to improve teacher support systems and bilingual education programs and inform policy and practice in similar contexts.
The proposed PD model will guide and support expatriate teachers in enhancing teaching quality and aligning with institutional expectations.
Ultimately, this research would contribute to the development of improved support systems for teachers, more effective bilingual education programs, and improved educational settings.
DOI 10.65494/pinagpalapublishing.204
