Road-Mapping English-Medium Instruction in Vietnamese Universities: The Divergence of Agency

Pham, Min

doi:10.1007/978-981-19-2169-8_2

Cited by 3 publications

(3 citation statements)

References 44 publications

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“…This corresponds with Chan et al's (2019) study in which a compulsory service-learning course had a strong impact on learning despite students' initial lack of interest. Our findings have affirmed the desire of other Vietnamese scholars (Nguyen, 2010;Pham, 2015;Tran, 2009) who have argued that there is an urgent need to take this civic engagement mission into greater consideration because of its potential to improve teaching and learning quality; to empower teachers, students, and communities; to renegotiate university-community power relations with a view to sustainable partnerships; and, most importantly, to revive traditional values.…”

Section: East-meets-west Approaches To Service-learning Practicesupporting

confidence: 79%

The Growth of Service-Learning in Vietnamese Higher Education: Catalysts, Characteristics, and Challenges

Nguyen,

Milligan,

Sutherland

2023

International Journal of Research on Service-Learning and Community Engagement

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Service-learning has appeared in Vietnamese higher education in recent decades and is among a range of pedagogical approaches that have been imported from the West. This article discusses features of service-learning in Vietnamese universities that have emerged from the distinctive ideologies of the socialist-communist country, the influence of traditional values and religious beliefs, and the conditions of a postcolonial society and modern global economy. The interpretive multisite case study discussed in this article investigated local service-learning courses in four public universities in the Middle and South of Viet Nam. Four catalysts for the growth of service-learning in Viet Nam were identified: employability, responsibility to the community, enhancing young people’s moral values, and teachers as bottom-up initiators of service-learning initiatives. The lessons from this study hold potential to inform future policies, institutional organization, as well as pedagogies and strategies to improve and sustain service-learning practices in Vietnamese higher education and similar contexts.

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Section: East-meets-west Approaches To Service-learning Practicesupporting

confidence: 79%

The Growth of Service-Learning in Vietnamese Higher Education: Catalysts, Characteristics, and Challenges

Nguyen,

Milligan,

Sutherland

2023

International Journal of Research on Service-Learning and Community Engagement

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“…These have chiefly focused on the challenges encountered (e.g. Nguyen et al, 2017;Pham, 2022;, variations in classroom interaction (e.g. Lo and Macaro 2012;Hu and Duan 2019;Pun and Macaro 2019;Ismailov 2022) and the pedagogies needed (Dearden 2018;Macaro et al, 2020).…”

Section: Literature Review: Emi Role Transformations Within Higher Ed...mentioning

confidence: 99%

“…There is no sign that the impetus of this internationalisation process will ease in the foreseeable future. On the contrary, there is often a sense of 'strategic imperative', with non-educational objectives such as income and reputation being prioritised over educational quality (Bowles and Murphy 2020;Pham and Doan 2020;Pham 2022).…”

Section: Introduction: Internationalisation and English Medium Instru...mentioning

confidence: 99%

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

Pham

Nguyen²,

Hoa

et al. 2023

Research in Comparative and International Education

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This paper investigates an emerging professional role transformation in Vietnamese universities, whereby English language teaching (ELT) lecturers transform themselves into English medium instruction (EMI) lecturers in a discipline new to them. Through interviews with five ELT/EMI lecturers working in separate universities and different disciplines, the study investigates reasons for their decision to engage in such professional mobility, their role transformation experience, and its implications for educational quality. We argue that participants’ move into EMI was shaped by the strategic imperative for higher education internationalisation, and the mistaken belief that EMI alone can achieve the English language development students require for academic success. It is also argued that the transformation option made available to the participants was not the best use of their skills, and that a profound change of perspective is needed at the institutional level to most effectively use the strengths of ELT lecturers to support educational quality.

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EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education

Ngo

2024

Journal of English as a Lingua Franca

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Previous studies have discussed stakeholders’ perceptions of using first language in English-medium instruction (EMI), but only a few have examined classroom practices in Vietnam. Against this backdrop, this article focuses on lecturers’ translanguaging practices in an EMI programme where all the lecturers and students were Vietnamese. More specifically, it employs the conceptual framework of ROAD-MAPPING, proposed by Dafouz and Smit (“The ROAD-MAPPING framework: Taking stock and paving future directions for English-medium research”, in Emma Dafouz and Ute Smit (eds.), Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework, 1–19. London: Routledge, 2016), to see if there was substantial evidence of a constructive co-existence between English and Vietnamese – the first language – in this EMI programme. The findings suggest that under the lecturers’ and students’ agency, the two languages were distributed across various domains of classroom practices to benefit students’ learning of content knowledge. In teacher talk, English and Vietnamese have different functions to support the process of knowledge co-construction. The study implies that the current monolingual orientation promoted in many top-down EMI policies should be reconsidered, given the linguistic diversity of higher education settings. In other words, EMI should be promoted as an educational environment where students can access their linguistic repertoires and develop their academic knowledge bi/multilingually. Translanguaging, therefore, should be acknowledged as an inclusive pedagogical practice.

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Road-Mapping English-Medium Instruction in Vietnamese Universities: The Divergence of Agency

Cited by 3 publications

References 44 publications

The Growth of Service-Learning in Vietnamese Higher Education: Catalysts, Characteristics, and Challenges

The Growth of Service-Learning in Vietnamese Higher Education: Catalysts, Characteristics, and Challenges

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education

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