School of Languages and English

National and global challenges have given rise to the need to prepare Vietnamese graduates for effective adaptation to the increasingly changing professional field, their community, their society and the globalised world. The tertiary education curriculum thus needs to take into account the employment market, socio-cultural demands and students' individual needs in order to develop highly educated populations for the world of work and for the current knowledge economy. Based on a case study of the translation curriculum in a B.A. (Bachelors of Arts) language program, this paper addresses the mismatch between the demands of the translation employment market and the curriculum within the context of Vietnamese tertiary education. It raises a number of important issues related to the tensions between the centralised curriculum, learner-centred education, the actual demands of the employment market as well as the issue of capacity building in response to the socialist-oriented market economy and the changing workplace context in Vietnam. Implications are drawn not only for the translation curriculum, but also for the reform of the Vietnamese tertiary education curriculum as a whole, in order to enhance graduate employability.

Recent articles in the ELT Journal offer interesting debates on CLT. On one side, proposes that CLT should be abandoned since the methodology fails to take into account the context of language teaching. On the other side, suggests that CLT is best. However, within the broad theoretical position on which CLT is based, different understandings of CLT exist, and it is not clear what version(s) or element(s) of CLT these authors reject or advocate.

This paper examines the issues related to the development of graduate knowledge, skills and competence for the employment market in Vietnam. Drawing on a study that explores the text types practicing translators tend to handle in their job and those they have been taught at university, the paper shows the mismatch between the demands of the translation employment market and what is taught at university. Some implications to enhance general graduate employability not only for the translation curriculum but also for any tertiary course in Vietnam and in the region are also given.
Key words: curriculum, translation, employment market, graduate skills

What is cognitive debriefing and
does this area have potential for
translators? What skills are required to
take advantage of this market niche?
A translator shares his experiences
working on cognitive debriefing
projects, both as a recruiter and
interviewer, including tips for success.

Although research has an important place in language teaching, and language teachers are encouraged to conduct research for professional development, not much has been published about teachers' aspirations and beliefs about research, and their actual experience with it. Even less is known about what teachers working in developing countries such as Vietnam believe about research, how they are rewarded and challenged in the process of conducting research and disseminating results. This paper investigates the research culture of English language professionals at the university level in Vietnam. Data gathered from official documents and interviews show that Vietnamese English language educators espouse the need to conduct research. However, multiple factors, such as researchers' dissatisfaction with current evaluation regulations, as well as conventions and formats in reporting research results, lack of time, lack of materials and opportunities to disseminate results, and contextually inappropriate training tend to discourage teachers' aspirations to do research. Suggestions are then offered with a view to promoting the research culture in Vietnam as well as in similar contexts.

Although teacher development has been a familiar notion in the ELT profession for the last few decades, it is relatively new and receives insufficient attention in Vietnam. This article will examine teacher training and teacher development in Vietnam. It will also suggest ways to promote professional development amongst EFL teachers there, which may be applicable to similar situations in other countries." What is teacher development? Brown optimistically remarks: "[o]ne of the most interesting things about teaching is that you never stop learning" (1994:425). Put simply, teacher development is the process of lifelong learning in the teaching profession; it involves any activities aiming to achieve personal and professional growth for teachers. Development activities can range from observing colleagues' classes, reading academic journals and books, and attending conferences, to collaborating with other teachers in classroom research or other professional projects (Brown 1994; Crandall 1991; Diaz-Rico 1998). Why is teacher development necessary? The need for teacher development arises from the inadequacy of training courses, which alone cannot fully enable teachers to be dynamic and competent in their job. Any training course, either pre-service or in-service, long-term or short-term, can be criticized for shortcomings. Training courses, even the lengthy ones, such as those needed for a graduate degree in TESOL, cannot satisfy all trainees' needs, nor can they solve most of the problems occurring at the trainees' home institutions. The course itself is not the end of a career; after the course there is still life and trainees must face reality at home (Spratt 1994). Therefore, along with teacher training, teacher development must be a vital component in teacher education. Development fills the gap in training by giving teachers opportunities to reflect on classroom practice, gain insight into teaching experiences, view education as a long-term process, and deal with change and divergence. Problems in teacher education in Vietnam Inadequate teacher training In 1986 Vietnam decided to open its doors to catch up with the economic boom in other Southeast Asian countries. This policy caused a tremendous growth in the number of English as

Harmonizing health questionnaires is a complex journey that requires addressing linguistic nuances, cultural sensitivities, and logistical challenges through smooth teamwork. From my experience, successful harmonization hinges on overcoming obstacles like team dynamics, time constraints, communication gaps, and technological limitations. Close collaboration among project managers, developers, and translators is essential to ensure translations are both accurate and culturally respectful.