English-Medium Instruction in Vietnamese Higher Education: A "ROAD-MAPPING" Perspective

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, bu...

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Bibliographic Details
Published inIssues in educational research Vol. 29; no. 4; pp. 1319 - 1336
Main Authors Tri, Dang H, Moskovsky, Christo
Format Journal Article
LanguageEnglish
Published Western Australian Institute for Educational Research Inc 2019
Subjects
Bilingual Education
Educational Planning
Educational Policy
Educational Practices
English (Second Language)
Foreign Countries
Global Approach
Government Role
Higher Education
Intellectual Disciplines
Language of Instruction
Language Planning
Language Role
Second Language Instruction
Second Language Learning
Vietnam
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Summary: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.
ISSN:1837-6290