Second language teacher education (SLTE) has changed its focus from cognitive to sociocultural perspectives. By considering located SLTE and community learning, this qualitative study was conducted to explore how preservice teachers of English as a foreign language learned to teach in response to learning needs in a Vietnamese city. Data sources for the study were written assignments produced by preservice teachers and in‐depth interviews with them. Through their engagement in the local community, the preservice teachers identified nine groups of adult learners who were not able to gain access to English learning in the formal schooling system. Those learners sought to learn English not only to meet their personal and professional needs but also to contribute to socioeconomic development of the local community. Based on the findings regarding the local learners’ needs and characteristics, the preservice teachers developed pedagogical practices appropriate to each specific group of learners and suggested that university‐based SLTE programmes should embrace diverse learners and community‐based teacher learning. The study substantiates the concept of located SLTE and offers some implications for SLTE in response to local needs.

中文翻译：

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响应当地需求的第二语言教师教育：英语学习的职前教师在社区中教多元学习者

第二语言教师教育（SLTE）已将其重点从认知角度转变为社会文化角度。通过考虑定位的SLTE和社区学习，进行了此定性研究，以探索英语作为外国语言的职前教师如何根据越南城市的学习需求进行教学。研究的数据来源是职前教师编写的书面作业，并对他们进行了深入采访。通过与当地社区的接触，职前教师确定了九组成人学习者，他们无法在正规教育系统中获得英语学习机会。这些学习者不仅要学习英语以满足他们的个人和专业需求，而且还要为当地社区的社会经济发展做出贡献。根据有关本地学习者需求和特征的发现，职前教师制定了适合每个特定学习者群体的教学实践，并建议基于大学的SLTE计划应包括多样化的学习者和基于社区的教师学习。该研究证实了定位SLTE，并为响应本地需求而对SLTE提供了一些启示。