Xây dựng khung năng lực giao tiếp sư phạm cho sinh viên trong bối cảnh dạy học bằng tiếng Anh

Tóm tắt

In the context of the increasingly widespread implementation of English-medium instruction (EMI) in contemporary education, developing pedagogical communication competency for pre-service teachers has become a critical requirement. This study aims to propose a comprehensive competency framework for pedagogical communication in EMI contexts, grounded in theories of communicative competence, pedagogical content knowledge, and content and language integrated learning (CLIL). Using a qualitative approach based on theoretical analysis and model construction, the study identifies four core components: (1) English language use in teaching, (2) pedagogical interaction, (3) communication adjustment in bilingual settings, and (4) intercultural communicative competence. Each component is operationalized through specific behavioral indicators and developmental levels. The proposed framework contributes to the theoretical foundation of teacher education in EMI contexts and provides a practical reference for curriculum design, training, and assessment of pre-service teachers in the context of educational internationalization. Unlike prior frameworks developed for monolingual settings, the novelty of this study lies in integrating language competence, pedagogical competence, and intercultural competence into a single framework tailored to EMI contexts; it should be noted that the framework is a conceptual model that has not yet undergone empirical validation.