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

Autor/inn/en	Tri, Dang H.; Moskovsky, Christo
Titel	English-Medium Instruction in Vietnamese Higher Education: A "ROAD-MAPPING" Perspective
Quelle	In: Issues in Educational Research, 29 (2019) 4, S.1319-1336 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Language of Instruction; Bilingual Education; Higher Education; Educational Policy; Educational Planning; Language Planning; Models; Second Language Instruction; Language Role; Intellectual Disciplines; Government Role; Educational Practices; Global Approach; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Bilingual teaching; Bilingualer Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Bildungsplanung; Sprachwechsel; Analogiemodell; Fremdsprachenunterricht; Geisteswissenschaften; Bildungspraxis; Globales Denken
Abstract	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. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01