‘Expectations vs. Practicalities’: Key Issues of EMI Policy and Pedagogical Implementation in Higher Education in Vietnam, with Reference from Brunei Darussalam

Noorashid, Najib

doi:10.1007/978-3-030-46912-2_18

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…Therefore, similar to the present findings, it is suggested that a foreign setting may not necessarily be the main cause of the changes in attitudes and identity of the Bruneian Malays. This further supports Noor Azam and McLellan's ( 2018) and Noorashid's (2020aNoorashid's ( , 2020b claims that Bruneian graduates from abroad are highly proficient bilingual Malay-English speakers and highly secure with their identity. This is due to their comprehension towards bilingual practices as they have been through more stable implementation of bilingual education policies in the Sultanate.…”

Section: The Maintenance and Preservation Of Malay Languagesupporting

confidence: 72%

“…This is also shown from the intergenerational transmission of Malay by the older generation to "…remind their kids to speak in Malay language" (Normaliza, 2011, p. 28). Whilst similar investigation has never been undertaken involving Bruneians, Noor Azam and McLellan (2018) and Noorashid (2020aNoorashid ( , 2020b found that Bruneians who graduated from international universities are confident in using both Malay (first language) and English and in their identity. Moreover, they are able to accommodate these languages in educational settings.…”

Section: Literature Reviewmentioning

confidence: 92%

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“I speak English, but I’m still a Malay”: Language Attitudes and Identity amongst Bilingual Bruneians Living in London

Noorashid,

McLellan

2021

rEFLections

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This paper highlights the findings of a study into the language use, identity and attitudes of some Bruneian Malay government officers and students living in London. It is found that their allegiance towards the Malay language and Bruneian culture remains strong, despite their living in a largely Anglophone metropolis which requires them to communicate predominantly in English. As highly proficient bilingual speakers, the respondents are highly aware of the importance of maintaining their vernacular Brunei Malay as a marker of their identity. Through the use of observation and semi-structured interview methods, it emerges thatpredicted patterns of language shift towards the global language do not occur, and there is evidence of maintenance of strong Malay identity precisely because of their requirement to use more English in out-group communication contexts. The ‘zero-sum game’ notion, of more English equalling less Malay, is not applicable. This paper includes vignettes which show the participants negotiating between their languages in work and study contexts. It also demonstrates the need to consider how English interconnects with the other languages that are found in the repertoire of globally mobile South-East Asians.

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Section: The Maintenance and Preservation Of Malay Languagesupporting

confidence: 72%

Section: Literature Reviewmentioning

confidence: 92%

“I speak English, but I’m still a Malay”: Language Attitudes and Identity amongst Bilingual Bruneians Living in London

Noorashid,

McLellan

2021

rEFLections

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“…The development of EMI in Vietnam continues to be contentious and dynamic (Galloway et al, 2020;Hoang et al, 2018;. From a policy-making perspective, there has been significant pressure on EMI to improve individual competency and national competitiveness in a globalized context (Nguyen et al, 2017;Noorashid, 2020). As a result, a growing number of higher education institutions in Vietnam are now offering EMI programs to Vietnamese undergraduate students.…”

Section: Growth Of Emi In Vietnammentioning

confidence: 99%

“…Since EMI programs are offered locally, those students can still receive an education in English without having to pay the exorbitant living expenses associated with studying abroad. One of the fundamental assumptions behind joining EMI in Vietnam is that students' English ability would inevitably increase as a result of extensive exposure to an English-speaking environment (Noorashid, 2020;Pham & Ba-Ngoc, 2020). However, several researchers have cautioned that EMI cannot always ensure language learning gains (Chapple, 2015;Taguchi, 2014;Yang, 2015).…”

Section: Growth Of Emi In Vietnammentioning

confidence: 99%

Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable

Nguyen

2023

10.14746/ssllt

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One key objective of English medium instruction (EMI) programs in non-Anglophone countries is to improve students’ English skills in both academic and professional environments. Despite the high cost and the popularity of the program policy, there remains a lack of empirical studies on the link between attending an EMI program and students’ English proficiency. This paper employs data from 111 students majoring in international business from a top Vietnamese university to compare English competency, measured by the Duolingo Test, between students enrolled in an EMI program and their counterparts who are taught the same curriculum but in the native language, through Vietnamese medium instruction (VMI). Controlling for different social backgrounds, the study shows that participation in EMI is associated with better English test performance. Analysis using multiple interaction terms shows that male EMI participants, or students coming from lower-income households, having lower English scores in high school, and attending more English private tutoring would benefit more from EMI. The analysis sheds light on potential socioeconomic obstacles to accessing EMI and English skill development. Follow-up interviews similarly show the relevance of demographic backgrounds to the students’ perceptions of EMI and their English proficiency. The study provides clear evidence of substantial associations between EMI and English skills. Further studies are needed to establish the causality of the results.

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English as a Medium of Instruction in Vietnamese Universities

Van Nguyen,

Phương,

Ngo

2024

Advances in Educational Technologies and Instructional Design

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Drawing on Kaplan and Baldauf's framework for language policy and planning, this study was designed to shed light on the English as a medium of instruction (EMI) policy in higher education programs in Vietnam. Three groups of participants, including administrators, teachers, and students, were invited to join the study. The data obtained from questionnaires and semi-structured interviews were analyzed and categorized following Kaplan and Baldauf's framework using major aspects related to access, personnel, curriculum, methods, learning materials, resources, community involvement, and student assessment. The study results highlight a stratum of opinions and comments from those involved in the implementation of EMI policy, as well as the challenges they had to deal with. The study speaks to the literature on EMI policy in developing educational contexts and the nexus between global mandates and local constraints.

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‘Expectations vs. Practicalities’: Key Issues of EMI Policy and Pedagogical Implementation in Higher Education in Vietnam, with Reference from Brunei Darussalam

Cited by 3 publications

References 5 publications

“I speak English, but I’m still a Malay”: Language Attitudes and Identity amongst Bilingual Bruneians Living in London

“I speak English, but I’m still a Malay”: Language Attitudes and Identity amongst Bilingual Bruneians Living in London

Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable

English as a Medium of Instruction in Vietnamese Universities

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