As part of a long series of Vietnam’s policy objectives, English education has been identified as key to improving the quality of its rapidly expanding tertiary institutions and is crucial to the larger aim of modernising and internationalising its economy. Bringing together a wide range of Vietnamese and foreign English education scholars, and tertiary educational practitioners, this book documents the significant progress and challenges in the realisation of Vietnam’s English language policies as they are enacted in the higher education sector. Changes to Vietnam’s higher education system remain unstable, unsystematic, and insubstantial. This book provides insights into how recent Vietnamese government policy is providing for a substantial and comprehensive renewal of Vietnam’s tertiary education as part of their 2020 plan. Academics and students of English education, language policy, and nation building within the context of increased globalisation and marketisation in developing nations and Vietnam, in particular, should find this book valuable.

This open access book examines the teaching and learning of English for employability in Vietnamese higher education. Its content is framed within one country to better examine the research issues within the influence of contextual factors. This book investigates how English can contribute to the development of students' employability capitals, particularly in the aspects of human capital, social capital, cultural capital, identity capital, and psychological capital. It presents employers' and employees’ perspectives of how and why English is increasingly important for career development. This book is a collection of discussions and viewpoints from teachers, students, and other stakeholders like employers, graduates, and course coordinators on current practices and their proposed improvements to prepare students for their future education, work and life. Based on empirical evidence, this book calls for repositioning English language education within the employability agenda to elevate its status and increase stakeholders' engagement. This book contributes to current debates on advancing the effectiveness of English language education in non-English speaking countries, as a response to internationalization and globalization.

Offering insights into the current and projected future state of the education system in Vietnam, this edited volume is an authoritative sourcebook for scholars, policy analysts, academic staff, and students. Vietnam is well on its way to joining the dress circle of high-achieving education nations in Asia. International surveys of the academic aptitude and ability of the nation’s youth consistently place it well above relevant regional and global averages. This accomplishment is remarkable for a country with a gross domestic product per capita of only US$2,785 in 2020. The dynamics of Vietnam’s national education system are comprehensively documented in the book. Each of the country’s education sectors is critically appraised as well as the culture of education in Vietnam. Specific issues concerning funding and equity, quality and accreditation, the teaching of curriculum areas, the internationalisation of the system, and the provision of educational opportunities for young people with disabilities are carefully analysed against a background of relevant global trends. With contributions from well-established and highly respected local experts with high aspirations for the future development of the national education system in Vietnam, this book will be a must-read for academics and students of Southeast Asian studies and comparative education.

This book focuses on English as a Medium of Instruction practices in higher education in Vietnam, addressing institutional, practitioner and student perspectives. It presents theoretical standpoints and empirical experiences of how institutional policies are enacted in the offering of English as a Medium of Instruction programs in universities in Vietnam, and how the disciplinary content is taught and learned through English. The book showcases the enactment of curricular and pedagogical practices in the classroom, drawing on a range of different disciplines central to university education. It also explores the roles of mother tongues in the construction of disciplinary knowledge in English as a Medium of Instruction programs and courses. This book provides guidance and practical information for university English as a Medium of Instruction policy makers, lecturers and student support teams in English for academic purposes across disciplines, as well as to the theoretical framing of the English as a Medium of Instruction field itself.

This book presents a case study of English-Medium Instruction (EMI) implemented by universities in Vietnam, making valuable theoretical, empirical, and methodological contributions to the research in EMI which is currently a popular theme in the field of Higher Education. The importance of internationalization of higher education has been widely recognized by many countries all over the world. The spread of English as an international language has resulted in its crucial role in teaching and learning any disciplines. Globally, higher education in many non-English speaking countries has witnessed rapid expansion of (EMI) which was initiated in Europe, then to Asia and other continents which are featured with “Cultural Circles” spread in the world. Although there are many publications with the same theme available today, this monograph is unique because it is the first time to examine EMI classroom interaction from the cultural perspective specifically rather than from linguistic or pedagogical perspectives. It is a pioneering attempt to discuss in depth about cultural issues relating to EMI, namely (1) the social-cultural context of EMI classes in higher education; (2) the cultural backgrounds of EMI teachers and learners; and (3) culture interactions between teachers and learners in EMI classrooms. In addition, both quantitative and qualitative methods are employed to collect data from teachers and learners. Finally, a context-based model of EMI is proposed based on findings of this research. As a country within the Confucius Heritage Cultural Circle, Vietnam has been selected for this study because few studies to date are carried out in how EMI is culturally integrated to teaching and learning in the Vietnamese universities. This book is a joint effort by international academics, prepared for established scholars, researchers, educators, and research higher degree students who are interested in higher education, second and foreign language education and EMI teacher training.

The field of L2 English (English as a second language) education is rapidly evolving, with new challenges and opportunities emerging due to technological advancements, changing student demographics, and evolving pedagogical approaches. Educators are faced with adapting their teaching practices to meet the diverse needs of learners while keeping up with the latest research and developments in the field. However, navigating this complex landscape can be daunting, especially for those seeking evidence-based strategies to enhance their teaching effectiveness and address the diverse needs of learners. Teacher and Student Perspectives on Bilingual and Multilingual Education offers a comprehensive solution to the challenges educators face. By bringing together leading scholars and researchers, this edited volume provides a cutting-edge exploration of critical issues in L2 English education, offering educators practical insights and evidence-based strategies. The book covers various topics, including L2 motivation, learner engagement, classroom assessment, corrective feedback, and technology integration. It provides a holistic field view and equips educators with the tools to enhance their teaching practice.

This volume draws together the viewpoints and research findings of leading scholars and informed local practitioner-researchers throughout Asia-Pacific about the issues and challenges of English as a medium of instruction (EMI) at higher education institutions in that region. Specifically, it addresses four key themes: Macro-level EMI policy and practice; institutional implications for pedagogy; stakeholder perceptions of EMI; and challenges of interpersonal interaction in EMI contexts. The book is among the first to critically examine the emerging global phenomenon of English as a medium of instruction, and the first title to exclusively explore Asia-Pacific tertiary contexts. It will be of particular interest to policy-makers in international education and tertiary educators seeking blueprints for practice, as well as scholars and postgraduate students of English as a lingua franca, English for academic purposes, academic language and learning, and language education in Asia-Pacific.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

This book focuses on models, strengths, opportunities, constraints and tensions in internationalisation in Vietnamese higher education. It reflects on key concepts from contemporary theories and models of internationalisation and discusses the implications for innovation, flexibility and responsiveness to local needs in Vietnam. Based on empirical research, theoretical knowledge and the experiences of researchers from Vietnam and overseas, the book draws out the distinctiveness and complexity of internationalisation practices and charts a way forward. It examines the key drivers and dimensions of internationalising Vietnamese higher education, and compares internationalisation in Vietnam to that in other countries. It clarifies and discusses tensions related to the appropriation of ‘Western’ internationalisation practice and models, and neo-liberal ideologies, to the local context of Vietnam. It provides readers with insights into government policy, quality assurance and benchmarking strategies, curriculum, the impact of international organisations on higher education, international student mobility, transnational education, employability, brain drain and brain gain and brain circulation.

This book, drawing on a political economic perspective of education development, is a comprehensive account of the question "why some education systems flourish while others falter." It provides a state-of-the-art review of the Vietnamese way of education development, figuring out the pitfalls, challenges and opportunities of neoliberal reform. It also sheds new light on the rise of neoliberal capitalism in contemporary Vietnam as the country intensifies its market-oriented economic transition. Starting from educational development concerns, this book differentiates the growth and development concepts in education. While "growth with limited development" is well reflected in many developing education systems, the Vietnamese experience of education development stands to provide readers with unique insights about education in developing economies, especially in understanding how a socialist-oriented education system is struggling to thrive in the times of neoliberal capitalism. Authored by scholars specialising in Vietnamese education and politics, the chapters address key issues pertaining to the political economy of education reform in Vietnam and the government’s enduring efforts to drive education toward international standards through its costly market-infused education reforms. This book will appeal to postgraduate students, educators, educational policy-makers and scholars interested in Vietnamese studies, Vietnam education reforms, education governance, education for sustainability, internationalisation of education and the politics of education reforms.