ORCID Profile
0000-0001-6826-6188
Current Organisation
Hue University College of Foreign Languages
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Informa UK Limited
Date: 17-01-2021
Publisher: Routledge
Date: 21-12-2018
Publisher: Informa UK Limited
Date: 24-04-2022
Publisher: Routledge
Date: 17-04-2019
Publisher: John Benjamins Publishing Company
Date: 09-05-2016
Abstract: This article explores language planning and policy from the perspective of in idual agency and its embodiments in the process of implementing an English language education policy ensemble at a public university in Vietnam. The policy exemplifies the influence of globalized standards on local language education systems. It aims to build a national framework in Vietnam based on a Western model known as the Common European Framework of Reference (CEFR) which is expected to serve as a platform for reforming curriculum design, course materials development, and testing and assessment. Drawn from a set of data obtained through in-depth interviews with university administrators, the findings highlight the conflicting policy positions taken up by teacher-cum-administrators engaged in the policy enactment process. The paper argues that a critical barrier to CEFR enactment lies in the constraints and demotivation within each participant, particularly of those involved at a higher level of decision-making process in the institution. It is important, therefore, to deal with these conflicts at the level of macro policy planning to neutralize the paradox of policy enactment at the local site.
Publisher: Emerald
Date: 05-05-2015
DOI: 10.1108/ETPC-02-2015-0014
Abstract: – This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam. – The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively s led participants, including school administrators, English language teachers and students over a period of six months. – The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country. – The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.
Publisher: Equinox Publishing
Date: 07-08-2023
DOI: 10.1558/SOLS.23759
Abstract: Sociolinguistic variation and language acquisition across the lifespanAnna Ghimenton, Aurélie Nardy, and Jean-Pierre Chevrot (eds) (2021)Amsterdam and Philadelphia: John Benjamins. Pp 319ISBN: 9789027209078 (hbk)ISBN: 9789027259752 (eBook)
Publisher: De Gruyter Open
Date: 24-04-2018
Start Date: 2019
End Date: 2019
Funder: IELTS research grant
View Funded Activity