David Courtney has been teaching English as a second language for 10 years. He seeks opportunities to enhance both student autonomy and active learning in the classroom. Before joining the team at AUIS, he worked in Peru, Bolivia, the US, Vietnam, and Cambodia.
Besides teaching students, he’s delivered over 50 workshops for in-service and pre-service teachers while working in public and private institutions. While in Vietnam with the US Department of State, David designed and renewed curriculum, initiated a writing center pilot program, and established participant-led, collaborative training courses for high school teachers in the Mekong Delta.
In particular, his teaching style and teacher training tries to be responsive to the needs of local culture. He continues action research in these areas because he wants to contribute to sustainable development in settings where language education needs renewal.
Courtney, D. and Trinh, L. (Eds.) (2018). Developing English Teaching Practices in the Mekong Delta. Can Tho, Vietnam: CTU Press. ISBN: 9786049652264.
Courtney, D. (2020). Activities to Activate and Maintain a Communicative Classroom. English Teaching Forum: 57 (4). Manuscript pending publication.
Adapting lesson plans for more active learning. Dept. of Education and Training & Can Tho University, Vietnam.
Using Depth of Knowledge to Ignite Reading Skills. Cebu Conference, Philippines.
How to write a successful conference proposal. Dong Thap Community College, Vietnam.
How can we integrate pronunciation with speaking? Can Tho University Conference, Vietnam.
Stretch the course book to activate learning. Peace Corps Training, Phnom Penh, Cambodia.
How to do project-based learning (PBL) using culture. Access workshop, Can Tho, Vietnam.
How students can write effective peer written feedback. Composition Conference, Arizona State University, Tempe, AZ, USA.
Action research can be less baffling for teachers. AZ TESOL, Yuma, AZ, USA.
Plan, monitor, and evaluate: adding metacognition for ELLs. Texas TESOL, Austin, TX, USA.\