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.
Part 1: Institutional Perspectives on EMI Practices in Vietnamese
Universities.
Chapter
1. Perspectives on English Medium Instruction
Practices in Vietnamese Universities: Introduction.
Chapter
2. Road-Mapping
English Medium Instruction in Vietnamese Universities: The Divergence of
Agency.
Chapter
3. Faculty-Level Enhancement of English Medium Instruction
at A Vietnamese University: Combining Non-Curricular, Curricular and
Extra-Curricular Approaches.
Chapter
4. Mediating Job Satisfaction Among
English Medium Instruction Teachers in Vietnamese Universities.- Part 2:
Practitioner Perspectives on EMI Practices in Vietnamese Universities.-
Chapter
5. English Medium Classroom Practices in Action: Facilitating Student
Learning and Engagement in A Vietnamese University.
Chapter
6. Content and
Language Integrated Learning (CLIL) Perspectives in A Vietnamese
Undergraduate Electrical Engineering Course.
Chapter
7. Lecturers
Perspectives on the Use of L1 In Vietnamese Undergraduate English Medium
Courses: An Uneasy Acquiescence.
Chapter
8. Translanguaging in English
Medium Instruction: Teacher Practices at A Vietnamese University.
Chapter
9.
University Assessment Practices in English Medium Education in Vietnam:
Maintaining Learning Engagement and Encouraging Student Enrolment.- Part 3:
Student Perspectives on EMI Practices in Vietnamese Universities.
Chapter
10. Student Experiences of Institutional and Practitioner Decision Making in
Vietnamese Undergraduate English Medium Programs: Agency at the Intersection
Of Policy, Curriculum and Pedagogy.
Chapter
11. English as Medium of
Instruction in Vietnamese Teacher Education: Students Learning Experiences.-
Chapter
12. Student Strategies in an Undergraduate English Medium Business
Course: A Vietnamese Case Study.
Chapter
13. From English Medium Instruction
to English Medium Education: A Forward Direction for Vietnamese Universities.
Dr Min Pham is a lecturer in language education at the University of South Australia. He has completed graduate studies in TESOL and digital education and a PhD in International Studies from the University of South Australia. Min Pham has extensive experience in teaching English as an additional language/dialect in various higher education institutions. His main research interests concern English as medium of instruction, content and language integrated learning, enabling pedagogies and digital technology. He is also experienced in collaborating with international colleagues on research projects relating to EMI and the use of human technology in teaching English.
Dr Jenny Barnett has formally retired as a teacher educator and researcher at the University of South Australia, and now works to support the research and development of educators engaging with English as a Medium of Instruction (EMI). To this, she brings many years of specialization in Teaching English to Speakers of Other Languages (TESOL), offering courses in language learning and curriculum development in Bachelor of Education and Masters programs, as well as supervising over 30 doctoral students in more recent years. Establishing a Teaching English to Speakers of Other Languages (TESOL) Researchers Group in the School of Education provided a lively forum for both international and local doctoral students, and a hotbed of creative ideas for improving Teaching English to Speakers of Other Languages (TESOL) pedagogy. This led to ongoing collaborations with graduates across South East Asia and to a particular interest in the development of effective English as a Medium of Instruction (EMI) practices.
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