English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective
Dang H. Tri and Christo Moskovsky
University of Newcastle, Australia
The past few decades have witnessed an exponential growth in English-medium instruction (EMI) programs across the globe where English is used as a vehicle for subject matter delivery. Studies examining EMI issues have been conducted in various contexts, especially in European and Asian countries, but little has been documented regarding how EMI is implemented in Vietnam's higher education sector; in particular, there is a scarcity of research on macro-level EMI policy and planning. Drawing on Dafouz and Smit's (2016) ROAD-MAPPING framework with its six dimensions for EMI, this paper aims to examine EMI-related policies in Vietnam. This critical review of relevant policy documents provides an in-depth understanding of the multifaceted dimensions of EMI in Vietnam's tertiary sector and discusses implications for EMI policy practices.
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|Authors: Dang H. Tri (corresponding author), a PhD candidate in linguistics at the University of Newcastle, obtained an MA in Applied Linguistics. His research interests are English-medium instruction (EMI), content and language integrated learning (CLIL), and language education policy.|
Dr Christo Moskovsky, a senior lecturer in linguistics at the Faculty of Education and Arts, the University of Newcastle, has years of experience in research in applied linguistics (bilingualism, second language acquisition, and second language development), with numerous publications in this field.
Please cite as: Tri, D. H. & Moskovsky, C. (2019). English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective. Issues in Educational Research, 29(4), 1319-1336. http://www.iier.org.au/iier29/tri.pdf