Profiles

Vinh Thi To

UTAS Home Dr Vinh To

Vinh To

Lecturer in English Curriculum and Pedagogy

Room A230a, Building A, Newnham Campus

+61 3 6324 3065 (phone)

+61 3 6324 3048 (fax)

Vinh.To@utas.edu.au

Dr Vinh To is a Lecturer in English Curriculum and Pedagogy in the College of Arts, Law and Education at the University of Tasmania, Australia. She has maintained broad research interests including Functional Grammar, Systemic Functional Linguistics, Applied and Educational Linguistics, English, literacy, TESOL, Vietnamese, languages, bilingual and cultural education. She has published a number of journal articles, book chapters, and presented her work at national and international conferences.  Vinh’s notable achievements to date include:

  • Recipient of the 2018 ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme from the University of Melbourne;
  • Being awarded three Teaching Merit Certificates in three continuous years (2016, 2017, 2018) from the University of Tasmania;
  • Being awarded the 2013 Vice-Chancellor’s Leadership Awards (VCLA) from University of Tasmania;
  • Being awarded the Tasmania Graduate Research Scholarship for PhD research project from the University of Tasmania;
  • Being awarded the Merit-based Tuition Fee Scholarship for PhD studies from the University of Tasmania.

Biography

Before joining the University of Tasmania, Vinh was a full time English Language Lecturer in a university in Vietnam for five years, where she taught general English, English for academic and specific purposes. She also supervised undergraduate research projects and contributed to curriculum design and development. Before working full time in a university in Vietnam, Vinh worked as a part-time English language teacher at various foreign language centres, and as a full time HR and administration officer in a company for two years.  Vinh joined the University of Tasmania in 2012 as a PhD candidate and also worked as a research assistant in a student support research project in the Faculty of Education in 2014. Vinh completed her PhD in 2015 and has taught in a number of English and literacy units in the Bachelor of Education and Master of Teaching programs at the University of Tasmania since then. Vinh accepted her full time academic position at the University of Tasmania in 2016.

Career summary

Qualifications

  • PhD (2015) 'Linguistic complexity in English textbooks: A functional grammar perspective', University of Tasmania
  • GradCert (2015), University of Tasmania
  • Cert (IDELT) (2015), Australian National University
  • MA (Applied Linguistics) (2009), University of Danang
  • BA (English Education) (2005), University of Danang

Languages (other than English)

  • Vietnamese (mother tongue)
  • French (second language learner)
  • Chinese (second language learner)

Memberships

Professional practice

Vinh is a member of a number of local, national and international professional organisations about linguistics, English, TESOL and languages education. These memberships include:

  • Australian Literacy Educators’ Association (ALEA)
  • International Systemic Functional Linguistics Association (ISFLA)
  • Australian Systemic Functional Linguistics Association (ASFLA)
  • Primary English Teaching Association Australia (PETAA)
  • TESOL International Association
  • Australian Council of TESOL Associations
  • Tasmanian Association of TESOL Teachers
  • Australian Federation of Modern Language Teachers Associations (AFMLTA)
  • Modern Languages Teachers Association of Tasmania

She is currently a committee member for the Northern Tasmanian branch of the Australian Literacy Educators' Association (ALEA), co-convenor of the Australian Teacher Education Special Interest Group, and founder/co-administrator of the Systemic Functional Linguistics Interest Group.


Administrative expertise

  • Leading/Managing various small research and community projects

Teaching

Language and culture, Language development, English, Literacy, Educational Linguistics, functional grammar, genre, language variation

Teaching responsibility

Research Invitations

Invited keynote speech:

To, V., Thai, B., & Swabey, K. (2018). Teaching Vietnamese as a foreign language in an Australian early childhood context: Perspectives from educators and parents. Keynote paper presented at the International conference on Vietnamese studies: Globalisation and its impact on teaching and learning Vietnamese, 22 December 2018, Ho Chi Minh City, Vietnam.

Invited plenary speech:

Swabey, K., To, V., & Thai, B. (2018). Enhancing the educational role of language: Educators' perspectives on languages education in Australian and Vietnamese early childhood contexts. Plenary paper presented at the 3rd International Pedagogic and Linguistic ERL Conference, 14-15 June 2018, Vilnius, Lithuania.

Invited workshop:

To, V., Swabey, K., & Thai, B. (2017, 6 October). Benefits of early language learning. Kindy City International Preschool, Ho Chi Minh City, Vietnam.

View more on Dr Vinh To in WARP

Research Themes

Vinh's research mainly aligns with the University's research theme of 'Creativity, Culture and Society'. Her PhD project examined linguistic complexity in English textbooks used in teaching English as a foreign language from the functional grammar perspective. The study reviewed linguistic complexity from multiple perspectives and then employed Halliday’s functional grammar as the principal theoretical and methodological model to analyse a variety of reading texts in the chosen books. The study gives useful insights into the nature of language, and provides practical implications to language and literacy education, textbook choice and writing, and curriculum design. As an early career researcher, Vinh continues to look at curriculum design and English education in Vietnam and other similar contexts. Additionally, she investigates English education in Australia including the Australian standardised tests such as NAPLAN and Australian teachers’ use of Asian literature.  Her research also focuses on languages education in both Australian and Vietnamese contexts.

Current projects

  1. An investigation into languages education in Tasmanian primary and secondary schools
  2. An investigation into Tasmanian teachers’ use of Asian literature
  3. Early language learning in Australian and Vietnamese early childhood contexts

Fields of Research

  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)
  • Higher Education (130103)
  • Early English Languages (200301)
  • Applied Linguistics and Educational Linguistics (200401)
  • Education (139999)
  • Educational Technology and Computing (130306)
  • Early Childhood Education (excl. Maori) (130102)

Research Objectives

  • Assessment and Evaluation of Curriculum (930301)
  • Pedagogy (930201)
  • Learner and Learning Achievement (930101)
  • Learner and Learning Processes (930102)
  • Learner Development (930103)
  • Syllabus and Curriculum Development (930302)
  • Languages and Literature (950203)
  • Education and Training Theory and Methodology (939902)
  • Education and Training (939999)
  • Education and Training Systems (930599)

Publications

Total publications

31

Journal Article

(10 outputs)
YearCitationAltmetrics
2019To VT, Mahboob A, 'Complexity of English textbook language: asystemic functional analysis', Linguistics and the Human Sciences, 13, (3) pp. 264-293. ISSN 1742-2906 (2019) [Refereed Article]

DOI: 10.1558/lhs.31905 [eCite] [Details]

Tweet

2018To V, 'Thematic structure in reading comprehension texts in English textbooks', International Journal of Languages, Literature and Linguistics, 4, (1) pp. 45-51. ISSN 2382-6282 (2018) [Refereed Article]

DOI: 10.18178/ijlll.2018.4.1.148 [eCite] [Details]

Tweet

2018To V, 'Linguistic complexity analysis: A case study of commonly-used textbooks in Vietnam', Sage Open pp. 1-13. ISSN 2158-2440 (2018) [Refereed Article]

DOI: 10.1177/2158244018787586 [eCite] [Details]

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2017To V, 'Grammatical intricacy in EFL textbooks', International Journal of English Language Education, 5, (2) Article 12087. ISSN 2325-0887 (2017) [Refereed Article]

DOI: 10.5296/ijele.v5i2.12087 [eCite] [Details]

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2016Thomas D, To V, 'Nominalisation in high scoring primary and secondary school persuasive texts', Australian Journal of Language and Literacy, 39, (2) pp. 135-148. ISSN 1038-1562 (2016) [Refereed Article]

[eCite] [Details]

Citations: Web of Science - 2

Co-authors: Thomas D

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2015To V, Le Q, Le T, 'Applying Halliday's linguistic theory in qualitative data analysis', Qualitative Research Journal, 15, (2) pp. 135-146. ISSN 1448-0980 (2015) [Refereed Article]

DOI: 10.1108/QRJ-11-2014-0059 [eCite] [Details]

Citations: Web of Science - 1

Co-authors: Le Q; Le T

Tweet

2013To V, Fan S, Thomas D, 'Lexical density and readability: A case study of English textbooks', Internet Journal of Language, Culture and Society, (37) pp. 61-71. ISSN 1327-774X (2013) [Refereed Article]

[eCite] [Details]

Co-authors: Fan S; Thomas D

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2013To V, Le T, Le Q, 'A comparative study of nominalisation in IELTS writing test papers', International Journal of Innovative Interdisciplinary Research, 1, (4) pp. 15-21. ISSN 1839-9053 (2013) [Refereed Article]

[eCite] [Details]

Co-authors: Le T; Le Q

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2013To VT, 'Exlamatives and exclamatory acts in English and Vietnamese', Internet Journal of Language, Culture and Society, (34) pp. 59-67. ISSN 1327-774X (2013) [Refereed Article]

[eCite] [Details]

Tweet

2012Tran VP, To TV, 'An investigation into the syntactic features and the uses of English and Vietnamese negative sentences in literary works', Hue University Journal of Science: Social Sciences and Humanities, 70, (1) pp. 193-206. ISSN 2588-1213 (2012) [Refereed Article]

[eCite] [Details]

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Chapter in Book

(5 outputs)
YearCitationAltmetrics
2018To V, Mahboob A, 'Linguistic Complexity in English Textbooks: A Functional Grammar Perspective', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 77-86. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_8 [eCite] [Details]

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2016To V, Fan S, Le Q, 'Research Writing: A Systemic Functional Linguistics Perspective', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 341-352. ISBN 9789463005227 (2016) [Research Book Chapter]

[eCite] [Details]

Co-authors: Fan S; Le Q

Tweet

2015To V, Fan S, Le Q, 'Different perspectives on linguistic complexity', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 113-127. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Fan S; Le Q

Tweet

2015To V, Le Q, 'Teaching translation: A functional linguistics perspective', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 369-375. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

[eCite] [Details]

Co-authors: Le Q

Tweet

2013Hoang MX, Le T, To VT, 'Conversation as an interview method in research', Conducting Research in a Changing and Challenging World, Nova Science Publishers, T Le & Q Le (ed), New York, pp. 165-172. ISBN 978-1-62618-651-4 (2013) [Other Book Chapter]

[eCite] [Details]

Co-authors: Le T

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Conference Publication

(16 outputs)
YearCitationAltmetrics
2019Thomas A, To V, 'Othering or inclusion? Teacher practice around Asian voices and identities in literature', ALEA National Conference, July 9 - 12, Melbourne (2019) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas A

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2019To V, Wickins M, Tanasaldy T, Wang I, 'Perceptions of languages education from leaders and educators in Tasmanian primary and secondary schools', 22nd AFMLTA International Languages Conference, 7-9 July 2019, Wrest Point Conference Centre, Hobart, Tasmania (2019) [Conference Extract]

[eCite] [Details]

Co-authors: Tanasaldy T; Wang I

Tweet

2019To V, 'Languages in an Australian preschool: A case study of Vietnamese', 22nd AFMLTA International Languages Conference, 7 - 9 July, Wrest Point Conference Centre, Hobart, Tasmania (2019) [Conference Extract]

[eCite] [Details]

Tweet

2018Huynh NT, Thomas A, To VT, 'East Meets West? Identifying points of contestation when mediating understandings about Eastern picturebooks with children', 9th International Conference on Multimodality, 15-17 August 2018, University of Southern Denmark (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Huynh NT; Thomas A

2018Swabey K, To V, Thai B, 'Enhancing the educational role of language: Educators' perspectives on languages education in Australian and Vietnamese early childhood contexts', 3rd International Pedagogic and Linguistic ERL Conference, 14-15 June 2018, Vilnius (2018) [Plenary Presentation]

[eCite] [Details]

Co-authors: Swabey K; Thai B

Tweet

2018To V, Thai B, Swabey K, 'Teaching Vietnamese as a foreign language in an Australian early childhood context: Perspectives from educators and parents', International Conference on Vietnamese Studies: Globalization and its impact on teaching and learning Vietnamese, 22 December 2018, Ton Duc Thang University (TDTU), Vietnam (2018) [Keynote Presentation]

[eCite] [Details]

Co-authors: Thai B; Swabey K

2018To VT, Swabey KJ, Thai BD, 'English for non-English speaking children and Vietnamese for non-Vietnamese speaking children: A comparative analysis between Vietnamese and Australian parental perspectives', International congress of bilingualism studies and European Turks, 28 October 2018, Paris (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Swabey KJ; Thai BD

2018To VT, Thomas D, Thomas A, 'Grammatical metaphor for persuasion: A study of NAPLAN texts', ASFLA 2018, 26 - 28 September 2018, Adelaide, South Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas D; Thomas A

2017To V, Thomas D, 'Examining interpersonal metaphor of modality in successful primary persuasive texts', Transforming contexts: Papers from the 44th International Systemic Functional Congress, 17-19 July 2017, Wollongong, New South Wales, pp. 75-81. ISBN 978-0-646-97417-0 (2017) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Thomas D

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2017To V, Thomas D, Hopwood B, 'Enhancing student reading engagement through the UTAS Books in Homes Program and Reading Mentor Program', Proceedings of the 2017 AATE/ ALEA National Conference, 6-9 July 2017, Hobart, Tasmania, pp. 1-22. (2017) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Thomas D; Hopwood B

2017To VT, Thomas DP, 'Examining interpersonal metaphor of modality in successful primary persuasive texts', Program of the 44th International Systemic Functional Linguistic Congress, 10-14 July 2017, Woolongong, Australia, pp. 113. (2017) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas DP

2016Thomas A, Thomas DP, To VT, 'The metaphors we teach by: A Cumulative and cohesive design for Bachelor of Education English education units', Program, Australian Systemic Functional Linguistics Association Conference, 27-29 September 2016, Sydney, Australia, pp. 39. (2016) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas A; Thomas DP

2016To V, Thomas D, 'Nominalisation in high scoring primary and secondary persuasive texts', Handbook of the Australian Systemic Functional Linguistics Association (ASFLA) Conference, 27 - 29 September 2016, Sydney, Australia, pp. 42. (2016) [Conference Extract]

[eCite] [Details]

Co-authors: Thomas D

2014To VT, 'Linguistic complexity in English textbooks: A Functional Grammar Perspective', AILA World Congress 2014 - Abstract Book, 10-15 August 2014, Brisbane, Australia, pp. 1. (2014) [Conference Extract]

[eCite] [Details]

2014To VT, 'Grammatical complexity of English textbooks: A comparative study of two book levels: Elementary and Pre-intermediate', Australian systemic functional linguistics association conference 2014 - Program & Abstract book, 29 September - 2 October 2014, Brisbane, Australia, pp. 1. (2014) [Conference Extract]

[eCite] [Details]

2013To VT, Le T, 'Lexical density and readability: A case study of English Textbooks', Abstract book of the Annual National Conference of the Australian Systemic Functional Linguistics Association (ASFLA), 1 - 3 October 2013, Australian Catholic University Melbourne Campus, pp. 66-67. (2013) [Conference Extract]

[eCite] [Details]

Co-authors: Le T

Grants & Funding

Vinh has worked actively with other colleagues in the College of Arts, Law and Education at the University of Tasmania and colleagues at other universities to secure and co-manage four competitive internal research and community grants. Vinh would be interested in further research collaboration with colleagues in Australia and worldwide to write national and international grant applications and publications.

Internal Grants & Funding

  • An investigation into teachers’ use of Asian literature -

    • Funding: University of Tasmania ($ 8,500)
    • Scheme: Grant-Research Enhancement (REGS)
    • Research Team: Thomas, A; To, V.
    • Year: 2017
  • Early Language Learning in Australian and Vietnamese early childhood contexts

    • Funding: University of Tasmania ($ 5,000) and Dr Thai (Australian National University ($ 2,000)
    • Scheme: Faculty of Education Research and Scholarship of Learning & Teaching Grant Scheme (ReSoLTS)
    • Research Team: To, V., Swabey, K., Bown, A., Thai, B.
    • Year: 2017
  • The University of Tasmania Books in Homes(Year 2)

    • Funding: University of Tasmania ($7,000)
    • Scheme: Faculty of Education and Office of the Community Partnerships & Regional Incentive Grants Program
    • Research Team: Edwards, N., Thomas, D., Hopwood, B., To, V.
    • Year: 2016

Funding Summary

Number of grants

1

Total funding

$13,886

Projects

An investigation into languages education in Tasmanian primary and secondary schools (2018)$13,886
Description
Over the past decades the Australian Government has had many policies to develop the learning of languages throughout the country (Lo Bianco & Slaughter, 2009), particularly Asian languages. The importance of engaging with Asian nations in the era of global integration and international mobility was stated in the Melbourne declaration on educational goals for young Australians (2008). In the Australian Curriculum, Asia and Australias engagement with Asia is the cross-curriculum priority and intercultural awareness is the general capability. Within the Tasmanian context, the 2013 White Paper, Tasmanias Place in the Asian Century, emphasized the crucial engagement with Asia to enhance Tasmanias opportunities in the global market. Although some planning is underway for language education as part of the implementation of the Australian Curriculum: Languages, a formal date for this implementation is still unknown (Asia Education Foundation, 2014). Currently, not many languages are offered in Tasmanian schools. This urges a timely and much needed investigation into the reality of languages education in Tasmanian schools to provide some interventions to increase the uptake of language studies in Tasmania to meet the Australian Governments demand on Asian literacy. The project seeks the answers for the following key questions:1. Which (Asian) languages in the national curriculum are taught in Tasmanian schools? Why?2. How many primary and secondary schools have offered a language education program in their curriculum to date?CAL Hothouse Research Enhancement Program EOI 2017 Page 2 of 83. What are the perceptions of principals, teachers, parents and students on languages education in Tasmanian schools?4. How are the aspects of culture presented in the current Asian languages classes to promote intercultural understanding about Asia?5. How are language and content integrated in the current Asian languages lessons in Tasmanian schools?6. What are the challenges of languages education in the Tasmanian context?
Funding
University of Tasmania ($13,886)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
To VT; Swabey KJ; Wang Y; Tanasaldy WT; Thai B
Year
2018

Research Supervision

Vinh’s areas of supervision include:

  • Systemic Functional Linguistics
  • Educational and Applied Linguistics
  • School NAPLAN testing (Literacy)
  • English, Language and Literacy Education
  • TESOL, TESL, TEFL and LOTE Education
  • English, ESOL, ESL, EFL Teacher Education
  • Vietnamese, Bilingual and Cultural Education
  • Asian Literature

Current

6

Current

DegreeTitleCommenced
PhDExploring Vietnamese Customs and Traditions through Children's Literature2017
PhDA Genre-Based Approach to Teaching English as a Foreign Language in a Vietnamese Secondary School Context2017
PhDImproving Oral Language Skills for Students from Low SES Areas: The use of STEM in early childhood classrooms2017
PhDAn Examination of English Textbooks Used in Vietnamese Government Schools2018
PhDThe Archipelagic State and the Continent State: A comparative analysis of Indonesian and Australian folktales2019
PhDManipulating the Media Mania: Adapting media tools as literary pathfinders among children2019