Trang Nguyen
The University of Queensland, Australia, School of Education, Department Member
- Language and Identity, Bilingualism, Minority Education, Identity, Language Attitudes, Language Ideologies, and 13 moreLanguage Use, Multilingualism, Bilingualism and Multilingualism, Multilingual Education, Language and Social Interaction, Language Planning and Policy, Language Policy, Sociolinguistics, Discourse Analysis, Language and Social Justice, Language and Citizenship, Languages and Intercultural communication, and Qualitative methodologyedit
This book explores 'individual language policy' among bilingual youth who belong to different ethnic minority groups in Vietnam, through vivid stories detailing their life with multiple languages. It examines the youth's daily language... more
This book explores 'individual language policy' among bilingual youth who belong to different ethnic minority groups in Vietnam, through vivid stories detailing their life with multiple languages. It examines the youth's daily language behaviours through the unique theoretical lens of individual language policy, and the ways in which this policy interacts with and is influenced by language policies at macro, meso and micro level. It contributes to research on language and identity, and language policy in non-Anglophone societies and will appeal to a broad international readership, including researchers in sociolinguistics, teachers working with ethnic minority students and policymakers concerned with minority language maintenance around the world.
Research Interests:
Drawing on interview data, this article examines the sense of ethnic and citizenship identities among a group of young ethnic minorities in Vietnam. Findings suggest that the youth highlighted their identity in three main forms (albeit... more
Drawing on interview data, this article examines the sense of ethnic and citizenship identities among a group of young ethnic minorities in Vietnam. Findings suggest that the youth highlighted their identity in three main forms (albeit flexibly): dual identities, citizenship identity, or ethnic identity, that reflects the ways they reproduced or resisted the Vietnamese government’s discourses about a common citizenship, and national identity and unity. The view of particularity-in-commonality held by the majority of them might be a consequence of their exposure to these discourses. Implications regarding ethnic and social cohesion are then suggested.
Research Interests:
In an effort to foreground the concept of linguicism, this article provides a critical review of the research literature on linguistic discrimination, focusing on common concepts and terms applied to characterise the issue. Giving... more
In an effort to foreground the concept of linguicism, this article provides a critical review of the research literature on linguistic discrimination, focusing on common concepts and terms applied to characterise the issue. Giving particular attention to studies which directly consider discrimination based on language or linguistic factors, we identify three main groups of concepts and terms which are widely used, including (a) race-based concepts, (b) language variation-based concepts and (c) general terms. The construction, meaning and usage of the concept of 'linguicism' are discussed separately from these three groups. Although race-based concepts, language variation-based concepts and general terms are extremely useful for particular research purposes, they may not be applicable to describe all or other forms of linguistic discrimination. It is argued that linguicism is a powerful theoretical construct, which can be used as an umbrella concept to capture the full range of linguistic discrimination issues. Suggestions are also presented for future research in relation to social factors associated with linguistic discrimination and research context, which is important to shed light on otherwise potentially unheard voices in linguistic discrimination scholarship.
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Trang Thi Thuy Nguyen & John Hajek This article examines international English-medium students’ language aspirations in relation to social mobility as they are studying in a (Mandarin) Chinese-dominant context. It focuses specifically on... more
Trang Thi Thuy Nguyen & John Hajek This article examines international English-medium students’ language aspirations in relation to social mobility as they are studying in a (Mandarin) Chinese-dominant context. It focuses specifically on Vietnamese students in Taiwan and their perspectives on how English and Chinese are related to their present and future life opportunities. Data were obtained from interviews with students from five different Taiwanese universities. Findings suggest that for these students, English and Chinese were highly mobile languages, which could provide them with the possibility to mobilise across imagined geographical, cultural, educational, work and peer communities of lower and higher scales. Both languages were, as a result, seen by them as a vehicle for their trans-contextual Anglo-Sino social mobility. Their imagination about mobility opportunities associated with the languages, however, may not always be achieved. Implications for supporting international students to enhance their multilingual skills and to contextualise the question of language competence in relation to mobility are then suggested.
Trang Thi Thuy Nguyen & John Hajek
Trang Thi Thuy Nguyen & John Hajek
Research Interests:
This article examines linguistic discrimination against minority students in Vietnamese mainstream schools, as represented in administrators', teachers' and minority students' experiences and perspectives. The concept of educational... more
This article examines linguistic discrimination against minority students in Vietnamese mainstream schools, as represented in administrators', teachers' and minority students' experiences and perspectives. The concept of educational linguicism and three manifestations of educational linguicism, namely stigmatisation, glorification and rationalisation, are used as a theoretical lens to gain insights into linguistic discrimination occurring in this context. Semi-structured interviews and informal conversations with the participants are the main data source. Findings suggest that the administrators and teachers (1) stigmatised the value of minority languages as well as the minority students' practices of their ethnic language (L1) and Vietnamese, (2) glorified the value and position of Vietnamese and English as compared with minority languages, and (3) rationalised the relationship between minority languages and Vietnamese in explaining how learning Vietnamese was necessary for the students' social integration, development, and mobility. The participants' linguicist beliefs and practices, which contributed to enacting and mobilising the structural ideologies and discourses nurturing linguicism against minority people, were perhaps unconscious, as they might try to emphasise the capital associated with the glorified languages which minority students could gain. Findings also reveal a tendency to construct internal linguicism among some minority students regarding the value and position of their L1 in Vietnamese society. Implications for reducing educational linguicism are then suggested.
Research Interests: Language Planning and Policy, Ethnic minorities, Language Policy, Linguistic Minorities, Linguicism, and 7 moreLanguage education policy, Language policy and planning, Linguistic Discrimination, Language-In-Education Policy, Language and Social Justice, Minority Students, and Language Education and Social Justice
This article examines English and Chinese language ideologies among Vietnamese students in Taiwan, focusing on their beliefs about the value or benefits of the languages and their self-construction as reflected in these beliefs. Data were... more
This article examines English and Chinese language ideologies among Vietnamese students in Taiwan, focusing on their beliefs about the value or benefits of the languages and their self-construction as reflected in these beliefs. Data were obtained from semi-structured interviews with students of English-medium programs in Taiwanese universities. The students suggested a number of benefits of English and Mandarin Chinese, thereby associating the languages with human capital and/or marketable commodities. In that process, they may be relating their personhood to an ideal neoliberal self – the person who possesses the capital and commodities valued by the market. The ideal neoliberal self as imagined by the students, however, is not necessarily a comprehensive image for them to construct and not necessarily connected with their future actual self. It is also suggested that in addition to English, competence in another powerful language such as Chinese is a strong plus for individuals to be more employable and competitive.
Research Interests: English, Neoliberalism, International Students, Human Capital, Language Ideologies, and 11 moreStudy Abroad, Bilingualism, Mandarin Chinese, Construction of the Self, Commodity, Ideal L2 Selves, Ideal L2 self, neoliberal language ideologies, ideal language self , ideal neoliberal self, and marketable commodity
This study examines Vietnamese students’ experiences of language choice practices in intercultural interactions with their local Taiwanese peers. Data were gathered from semi-structured interviews with students from five different... more
This study examines Vietnamese students’ experiences of language choice practices in intercultural interactions with their local Taiwanese peers. Data were gathered from semi-structured interviews with students from five different Taiwanese universities where both English and Mandarin Chinese are used as mediums of instruction and communication. Findings suggest that the students frequently used English as a language of neutrality to communicate with local students, which either connected them with or disconnected them from their peers. They, whereas, considered Mandarin as a language of convergence, which helped them to get closer to their Taiwanese friends. They also occasionally made use of Vietnamese—a language of divergence—to a small extent to connect with their local peers. As international students seem to be the ones who often put more effort into addressing the linguistic and cultural gaps and improving the communication effectiveness compared with their local counterparts, it is recommended that local students should play a more proactive role in using proper accommodation strategies to connect with international students. Internationalised universities should also contribute to building a healthy and inclusive intercultural environment for international and local students and facilitating respectful and effective intercultural interactions among them.
Research Interests: Intercultural Communication, English, International Students, Convergence, Language Ideologies, and 11 moreLanguage Choice, Study Abroad, Bilingualism, Intercultural Interaction, Divergence, Mandarin Chinese, Peer Interaction, Language Practices, Communication Accommodation Theory, discourses of language, and accommodation strategies
This study examines ethnic stereotypes toward majority and minority people in the Central Highlands of Vietnam. It contributes a more multidimensional perspective on ethnic stereotypes by exploring minority students’ perspectives on how... more
This study examines ethnic stereotypes toward majority and minority people in the Central Highlands of Vietnam. It contributes a more multidimensional perspective on ethnic stereotypes by exploring minority students’ perspectives on how their ethnic group stereotypes Kinh majority people and how they are being stereotyped by the Kinh. Status and solidarity are used as the theoretical lens to gain insights into different stereotype traits and the social meanings underlying the stereotypes. Interviews with eight students in a college in the Central Highlands, which were carried out in 2013, are the main data source. Findings reveal that the students highly appreciated Kinh people’s status-related traits and minority people’s solidarity-related traits. The stereotypes functioned as maintaining the social status quo – where the Kinh justified their position and advantages, while the minorities tended to accept the perceived social status hierarchies. Implications for diminishing negative stereotypes, improving minorities’ existing status, fostering trust-based cross-ethnic contact, and inspiring mutual respect among people of all ethnicities, are hence suggested.
Research Interests: Prejudice, Stereotypes, Stereotypes and Prejudice, Ethnicity, Ethnic Relations, and 13 moreRacial and ethnic discrimination, Ethnicity & Ethnic Conflicts, Solidarity, Interethnic Relations, Status, Stereotyping, Ethnic Conflicts, Ethnic Stereotyping, Interethnic interaction, ethnic stereotype, ethnic portrayal, Ethnic Discrimination, Ethnic Stereotypes, Ethnicity and Inter-ethnic Relations, and Ethnic Prejudice
M. Obaidul Hamid, Ngoc T. H. Hoang & Trang Nguyen The growing recognition of the varieties of Englishes constituting the world Englishes (WE) and related paradigms calls for replacing teachers’ existing language ideologies with... more
M. Obaidul Hamid, Ngoc T. H. Hoang & Trang Nguyen
The growing recognition of the varieties of Englishes constituting the world Englishes (WE) and related paradigms calls for replacing teachers’ existing language ideologies with WE-oriented beliefs and preparing them to teach with WE awareness. Since WE has yet to be part of mainstream education and teacher education, formal and informal interventions are used by educators and researchers for teacher learning and professional development. How effective are such interventions in changing student-teachers’ language beliefs and practices? The action research reported in this article was conducted in a postgraduate Teaching English to Speakers of Other Languages (TESOL) course at an Australian university involving in-service and pre-service teachers mainly from Asia. We report some changes in the participants’ beliefs of English and their views of pedagogical practices. However, the major contribution of the research is noted in its reporting of pedagogical and methodological challenges for such interventions and drawing lessons for future research.
The growing recognition of the varieties of Englishes constituting the world Englishes (WE) and related paradigms calls for replacing teachers’ existing language ideologies with WE-oriented beliefs and preparing them to teach with WE awareness. Since WE has yet to be part of mainstream education and teacher education, formal and informal interventions are used by educators and researchers for teacher learning and professional development. How effective are such interventions in changing student-teachers’ language beliefs and practices? The action research reported in this article was conducted in a postgraduate Teaching English to Speakers of Other Languages (TESOL) course at an Australian university involving in-service and pre-service teachers mainly from Asia. We report some changes in the participants’ beliefs of English and their views of pedagogical practices. However, the major contribution of the research is noted in its reporting of pedagogical and methodological challenges for such interventions and drawing lessons for future research.
Research Interests:
Trang Nguyen & John Hajek This article examines Vietnamese students’ motivation for learning Mandarin Chinese during their study abroad in Taiwan and their construction of self in relation to this language learning motivation. A... more
Trang Nguyen & John Hajek
This article examines Vietnamese students’ motivation for learning Mandarin Chinese during their study abroad in Taiwan and their construction of self in relation to this language learning motivation. A combination of several concepts of ideal L2 self, ought-to L2 self, instrumental motive, integrative motive, linguistic capital, and multiple self-aspects is used as a theoretical lens to gain insights into the students’ Chinese learning motivation. The study employs a qualitative research approach in which semi-structured interviews with English-medium students from five Taiwanese universities were conducted. Findings reveal that the students’ motivation for learning Chinese contributed to portraying their ideal and ought-to Chinese selves, which subsume their different instrumental and integrative motives for language learning. The ideal Chinese self they would like to become possesses Chinese linguistic capital, which would confer on them advantages pertaining to their study, career development and social relations. The students’ ideal Chinese self also incorporates and reinforces their (desired) cultural, economic and social selves. Implications for supporting international students’ motivation for out-of-class language learning and their construction of self at the institutional level are then discussed.
This article examines Vietnamese students’ motivation for learning Mandarin Chinese during their study abroad in Taiwan and their construction of self in relation to this language learning motivation. A combination of several concepts of ideal L2 self, ought-to L2 self, instrumental motive, integrative motive, linguistic capital, and multiple self-aspects is used as a theoretical lens to gain insights into the students’ Chinese learning motivation. The study employs a qualitative research approach in which semi-structured interviews with English-medium students from five Taiwanese universities were conducted. Findings reveal that the students’ motivation for learning Chinese contributed to portraying their ideal and ought-to Chinese selves, which subsume their different instrumental and integrative motives for language learning. The ideal Chinese self they would like to become possesses Chinese linguistic capital, which would confer on them advantages pertaining to their study, career development and social relations. The students’ ideal Chinese self also incorporates and reinforces their (desired) cultural, economic and social selves. Implications for supporting international students’ motivation for out-of-class language learning and their construction of self at the institutional level are then discussed.
Research Interests:
This article examines Vietnamese ethnic minority students’ experiences of language choice in communication with people of different ages and in different relations to them in their family and ethnolinguistic community. Concepts of power,... more
This article examines Vietnamese ethnic minority students’ experiences of language choice in communication with people of different ages and in different relations to them in their family and ethnolinguistic community. Concepts of power, solidarity and marked and unmarked choices are adapted to examine the students’ strategies of language choice. Interviews with a group of students are used as the main data source. Findings suggest that the mainstream language was set up as the generational solidarity code among young members while the L1 was considered the power code associated with older members of the family and community. These emerging patterns of language choice may result in disruption of everyday in-group language practices among different generations and perpetuate language shift. It is suggested that explicit L1-promotion policies in the community and minority language support in public domains may encourage young people to engage in language management efforts and empower minority languages in the polity.
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Research Interests: Ethnolinguistics, Sociolinguistics, Language and Power, Ethnic minorities, Minority Languages, and 12 moreLanguage Policy, Language Maintenance and Shift, Language Choice, Language maintenance, Ethnolinguistic Minority, Language Practices, Family Language Policy, Community and Language, power and solidarity, marked and unmarked, ethnolinguistic community , and language and solidarity
Drawing on the positioning theory and the conditions for language use, this article examines Vietnamese ethnic minority students’ language choice in interactions with their same-ethnicity and majority peers, focusing particularly on their... more
Drawing on the positioning theory and the conditions for language use, this article examines Vietnamese ethnic minority students’ language choice in interactions with their same-ethnicity and majority peers, focusing particularly on their communication motives underlying this choice. Findings suggest that in regulating their language alternation practices across peer groups in different contexts, the students shifted their participation status – from aligning (being alike) to disaligning (being distinct) – to (re)position themselves in relation to their peers. As their desires for alignment or disalignment were either supported or disrupted by their peers, peer attitudes played a critical role in providing opportunities and encouraging minority students’ willingness to use their L1 in school and ethnic community spaces. Implications are suggested for engaging peer support as a resource for maintaining or widening L1 use among young minority people in both of the domains.
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Research Interests: Sociolinguistics, Ethnic minorities, Vietnam, Positioning Theory, Language Policy, and 12 moreLanguage Maintenance and Shift, Language Choice, Language Use, Minority language maintenance, Language maintenance, Peer Interaction, Ethnolinguistic Minority, Language minority students, Language Practices, conditions for language use, L1 peers, and L2 peers
This article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of... more
This article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*
Research Interests: Ethnolinguistics, Vietnam, Language Policy, Language Maintenance and Shift, Language Choice, and 9 moreLanguage Use, Ethnic minority students, Language maintenance, Language Management, Ethnolinguistic Minority, Language Practices, Impression Management and Language Use, Language Management Theory, and Individual language management
This article examines the language practices of Vietnamese students in Taiwan in relation to their social connectedness across different contact zones. Data were obtained from interviews with Vietnamese students of English-medium... more
This article examines the language practices of Vietnamese students in Taiwan in relation to their social connectedness across different contact zones. Data were obtained from interviews with Vietnamese students of English-medium programmes in Taiwanese universities. Findings suggest that the students, in managing their English and Chinese in interactions with people of diverse language backgrounds, shaped their social imaginary of their position in relation to these people. It is observed that proficiency in Chinese was significant for them to establish their connectedness with local people and the host society. Implications for better assisting international students in non-Anglophone countries are then suggested.
Research Interests: Language and Social Interaction, Sociology of Language, Sociolinguistics, International Education, Language in Society, and 15 moreInternational Students, Social Imaginaries, Language socialization, Language Choice, Contact zones, Social connectedness, Language Use, Taiwan, Social imaginary, Contact Zone, Language Practice, Language Practices, Vietnamese Students, Non-Anglophone, and English and Chinese languages
This article examines Vietnamese ethnic minority students’ translanguaging beliefs and practices, and their identity construction through translanguaging. It specifically explores how the students’ translanguaging between their ethnic... more
This article examines Vietnamese ethnic minority students’ translanguaging beliefs and practices, and their identity construction through translanguaging. It specifically explores how the students’ translanguaging between their ethnic language (L1), Vietnamese (L2) and other languages is related to their language shift and identity transformation as they participate in the mainstream society where Vietnamese is dominant. Data for the study were obtained from multiple semi-structured interviews with a group of college-age students and their parents/family members. Findings suggest that the students revealed or performed different features of their trans-identity such as dual/multiple identities, neutral identity or shifting identity in their perspectives on and experiences of translanguaging practices. Their translanguaging between their ethnic language and Vietnamese mostly reflected their ongoing shift from the L1 to Vietnamese rather than in the opposite direction. Translanguaging hence may be a threat for endangered minority languages in monolingual ideology polities such as Vietnam. Appropriate strategies in dealing with young minorities’ translanguaging in their family/ethnic community as well as in mainstream institutions and society may be useful to preserve minority languages in these polities.
Research Interests: Multilingualism, Code-Switching, Language and Identity, Language Attitudes, Language Ideologies, and 15 moreLanguage Maintenance and Shift, Language Choice, Identity, Bilingualism and Multilingualism, Bilingualism, Language Use, Translingualism, Language maintenance, Language shift, Code Switching, Code Mixing, Language Practice, Language minority students, Translanguaging, and Translingual Identities
This study examines bilingual identity of Vietnamese ethnic minority students as reflected in their language practices, language beliefs and language management. It also focuses on factors related to ethnic-cultural factors, social... more
This study examines bilingual identity of Vietnamese ethnic minority students as reflected in their language practices, language beliefs and language management. It also focuses on factors related to ethnic-cultural factors, social factors, interaction and investment that influence their bilingual identity. Data were obtained from multiple semi-structured interviews conducted with a group of college-age students. Findings suggest that the students, in practising and managing their languages while being informed by their language beliefs, configured their identity as a process in which both preservation of ethnic identity (maintenance) and construction of mainstream identity (transformation) were active. It is argued that there can be a harmonious coexistence between maintenance and transformation in the same individual under certain social circumstances. For some students however, the transformation tendency inclined to become stronger, and that raises the question of their maintenance of L1 and ethnic identity in the long run. As ethnic-cultural factors seemed to be the most salient influence on the students’ maintenance orientation, implications for optimising the role of ethnic-cultural factors, that are critical for protection of endangered minority languages, are suggested.
Research Interests: Social Identity, Multilingualism, Sociolinguistics, Language and Identity, Language Attitudes, and 14 moreLanguage Ideologies, Language Maintenance and Shift, Identity, Bilingualism and Multilingualism, Bilingualism, Language Use, Minority language maintenance, Language maintenance, Language shift, Language Management, Bilingual, Language Practices, Bilingual identity, and Minority language speakers
This article examines Vietnamese bilingual schools’ statements of educational outcomes on their websites. Data were gathered from websites of seven schools that were publicly accessible on the Internet. The analysis suggests that the... more
This article examines Vietnamese bilingual schools’ statements of educational outcomes on their websites. Data were gathered from websites of seven schools that were publicly accessible on the Internet. The analysis suggests that the schools purported to provide students with different explicit and implicit outcomes related to language, accreditation, extracurricular experience, qualification and virtue, whereby portraying themselves as providers of linguistic, cultural, social and economic capital that was important for the students’ upward mobility. The schools, in responding to the social demands, claimed to include not only the issues of global significance, but also the global – local balance in their education, and purported to provide students with a kind of ‘glocal’ capital through their bilingual education. The schools’ discourse of glocal capital – through which they portrayed their ‘ideal self’ – however may be merely a business tactic to attract potential clients. Further research hence may focus on parents’ and students’ voices about schools’ educational outcomes to draw a more comprehensive picture of the education market.
Research Interests: Discourse Analysis, Sociolinguistics, Social Capital, Applied Linguistics, Bilingual Education, and 36 moreCultural Capital, Vietnam, Bilingual education (Education), Social and Cultural Capital, Bilingualism, Economic Capital, Social reproduction, Virtue, Website, English as a Foreign Language (EFL), Acreditation, Extracurricular Activities, Websites, Global Capital, Critical Discourse Analysis (CDA), English as a medium of instruction, Linguistic Capital, Educational Outcomes, Human Captial, Bilingual School, Bilingual Schools, Institutional Identity, Webpage, Ideal Self, Qualification, Institutional Identities, Webpages, Elite bilingualism, Vietnamese high school, elective bilingualism, elite bilinguals, local capital, glocal capital, school websites, institutional websites, and vietnamese education
Drawing on concepts such as convergence, divergence and maintenance associated with Communication Accommodation Theory, this article examines a group of Vietnamese ethnic minority students’ language choice in relation to their identity... more
Drawing on concepts such as convergence, divergence and maintenance associated with Communication Accommodation Theory, this article examines a group of Vietnamese ethnic minority students’ language choice in relation to their identity and social distance between them and their interlocutors. Our analysis suggests that the strategies of accommodation deployed by individuals can be related to common values/tendencies that are maintained by the groups and communities to which they belong, raising issues about structural influence on individual language choice and agency. We observe that enhancing the ethnolinguistic vitality of the home and the community in which senior members hold the key to language maintenance should be considered vital in reducing the new in-group distance created by young members. Moreover, multilingual policies which enable flexible attainment goals for all languages may provide a way forward for equity and reduction of social distance between different ethnic groups in society.
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
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Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
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Research Interests: Anthropological Linguistics, Languages and Linguistics, Sociology of Language, Sociolinguistics, Linguistic Anthropology, and 32 moreAnthropological Linguistics (Languages And Linguistics), Ethnic Identity, Ethnic minorities, Language and Identity, Convergence, Vietnamese Language, Ethnicity, Ethnic Relations, Ethnic Identities, Anthropology of Vietnam, Language Maintenance and Shift, Language Choice, Identity, Language Use, Linguistic Minorities, Minority language maintenance, Language maintenance, Social distance, Neutrality, Vietnamese studies, Divergence, Heritage Language Maintenance, Communication Accomodation Theory, Language divergence and convergence, Language minority students, Language Practices, Domain of Language Use, Sociology of Minority Groups, Communication Accommodation Theory, language accommodation, language neutrality, and partial accommodation
This article examines bilingual identity of Vietnamese international school students as reflected in their language practices and language beliefs (Spolsky, 2004). It seeks to identify the factors related to sociocultural connection,... more
This article examines bilingual identity of Vietnamese international school students as reflected in their language practices and language beliefs (Spolsky, 2004). It seeks to identify the factors related to sociocultural connection, interaction and investment (Fielding, 2015) that influence their bilingual identity. Interviews with three students were the main source of the data. Findings reveal that a number of factors had an impact on the students’ ways of practising Vietnamese and English and shaping their beliefs of the languages. As the students attached their imagined future identity to English and global mobility more than to Vietnamese and local experience, schools should play a significant role in encouraging students to think more “glocally” and positively contribute to their local communities.
Authors: Trang Thi Thuy Nguyen & Hoa Thi Mai Nguyen
Authors: Trang Thi Thuy Nguyen & Hoa Thi Mai Nguyen
Research Interests: Self and Identity, Globalization, Social Identity, Sociolinguistics, Glocalization, and 27 moreBilingual Education, Language Ideology, Language and Identity, Globalization and Glocalization, Vietnam, Vietnamese Language, Bilingual education (Education), Language Attitudes, Social Mobility, Language Ideologies, Language Attitudes (Languages And Linguistics), Identity, International Schools, Bilingualism, Language Use, Bilingualism and Identity, Education in Vietnam, English as a medium of instruction, Motivation and attitudes in foreign language learning, Linguistic ideologies, Linguistic Ideology, lANGUAGE BELIEFS, Language Practices, Linguistic Identity, Education System In Vietnam, Bilingual identity, and international school students
This article examines a group of Vietnamese ethnic minority students’ language attitudes towards formal and informal language policies of the domains of school, church and ethnic community and towards their individual bilingualism.... more
This article examines a group of Vietnamese ethnic minority students’ language attitudes towards formal and informal language policies of the domains of school, church and ethnic community and towards their individual bilingualism. Multiple semi-structured interviews with eight college-age minority students are used as the main source of the data. Findings reveal that school language policy contributed to shaping the students’ view of “language-as-problem” in valuing Vietnamese, while church and community language policies shaped the “language-as-right” orientation in relation to their first language. Under the mixed influences of language policies of these domains, the students considered their bilingualism as a “resource” that could help them to maintain their ethnic features and join the mainstream flow simultaneously. Being aware of the sample size and other methodological considerations, we suggest that there may not be essential conflicts between bilingual identity and national solidarity in the same minority language speaker in a polity such as Vietnam. Based on these insights, we would like to consider language diversity, bilingualism and cultural heterogeneity as a resource rather than a problem in defining language policies for national development and social inclusion and harmony in Vietnam.
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Full text available here: http://www.tandfonline.com/eprint/N3JhAMdGgfzbs6CkhWBY/full
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Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Full text available here: http://www.tandfonline.com/eprint/N3JhAMdGgfzbs6CkhWBY/full
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Research Interests: Ethnolinguistics, Multiculturalism, Language Planning and Policy, Ethnic minorities, Language Ideology, and 26 moreLanguage and Identity, Language and Ethnicity, Minority Languages, Vietnam, Plurilingualism, Anthropology of Vietnam, Language Attitudes, Language Ideologies, Language Planning, Language Policy, Linguistic Diversity (Languages And Linguistics), Bilingualism and Multilingualism, Bilingualism, Language Diversity, Linguistic Minorities, Bilingualism and Identity, Vietnamese studies, Language policy and planning, Ethnic and Linguistic Minorities, lANGUAGE BELIEFS, Language and Ethnic Identity, Attitudes Towards Minority Languages and Dialects, Language, Ethnicity, Identity, Ethnic minority languages in Vietnam, Language-as-resource, and Bilingual identity
This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper... more
This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students’ integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society.
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Full text available : http://www.tandfonline.com/eprint/uyCQk3zE8gbgwpC58cep/full
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Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Full text available : http://www.tandfonline.com/eprint/uyCQk3zE8gbgwpC58cep/full
(Please inbox me for full text if the above link does not work)
Research Interests: Indigenous Studies, Social Identity, Linguistic Anthropology, Indigenous education, Social and Cultural Anthropology, and 35 moreCultural Identity, Education Policy, Ethnic minorities, Language and Identity, Minority Languages, Vietnam, Cultural Anthropology, Ethnicity, Anthropology of Vietnam, Language And Social Identity, Identity, Bilingualism and Multilingualism, Bilingualism, Ethnic minority students, Viet Nam, Vietnamese studies, Cultural and Social Anthropology, Ethnic Minority Education, Bicultural Identity Formation and Schooling, Cultural, Linguistic Minority Students, Language minority students, Empowering Indigenous People through Education, Minority Students, Ethnic Minority Identity Construction, Minority Education, Minority College Students, Language and Identity Studies, Ethnic and Language Minorities, Indigenous and Minority Languages, Educational Policy, Indigenous Identity, Subtractive Schooling, Schooling and identity, Mainstream School, and Minority Students in Mainstream School
This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language... more
This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching and learning, the paper distinguishes three different levels of learner outcomes in learning culture, namely cultural knowledge, cultural awareness and cultural competence. It also suggests a framework for examining learner outcomes in learning culture towards the end of the discussion. Recommendations for further research are also provided.
Research Interests: Cultural Competence, Intercultural Competence, Teaching culture in foreign languages, Intersection of language, culture, and learning, Teaching Culture, and 22 moreIntercultural competencies, The use ofLocal culture of Non native English language learners to engage them in EFL learning, teaching conversation and culture in the ESL/EFL classroom, The Effect of Culture Integrated Language Courses on Foreign Language Education, Culture in Foreign Language Teaching, Culture and cross cultural competence, ELT, Syllabus Design, Culture in Language Teaching, Teaching Culture in the Foreign Language Classroom, Culture Teaching, Culture and Identity in Second Language Learning, Teaching and Learning English as Language and Culture, teaching of English as a foreign language and incorporation of culture, teaching culture in EFL, Language and Culture Teaching/ Learning, Culture In Language Teaching, Cultural Awareness, Teaching Culture and Foreign Language, Teaching Culture In the EFL Classroom, Intercultural Communication and Culture In Language Teaching, Culture and Language Learning; Intercultural Competence, the role of the shared native culture and language between non-native English teachers an learners in the EFL classroom on anxiety, and Culture Awareness
This article examines a group of Vietnamese ethnic minority students' language attitudes in relation to their identity and minority language (L1) maintenance by focusing on three languages—their L1, Vietnamese and English—in terms of... more
This article examines a group of Vietnamese ethnic minority students' language attitudes in relation to their identity and minority language (L1) maintenance by focusing on three languages—their L1, Vietnamese and English—in terms of integrative/instrumental orientations and ideal/ought-to language selves. Multiple semi-structured interviews with eight college-age minority students were the main source of the data. The students were found to have displayed the integrative orientation in valuing their L1, and the instrumental orientation in valuing Vietnamese and English. However, the integrative and instrumental orientations appeared to be ambiguous, which may not contribute to a comprehensive understanding of their language attitudes. A combination of integrative and instrumental orientations and ideal and ought-to language selves appeared more relevant to understand the students' language attitudes and identity. As the students' attitudes were influenced, to a large extent, by the utility of languages, it is argued that positive attitudes alone are not enough to ensure L1 maintenance or identity empowerment. Institutional support is necessary to promote the use of minority languages for their maintenance.
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Link: http://www.sciencedirect.com/science/article/pii/S0346251X16300938
Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid
Link: http://www.sciencedirect.com/science/article/pii/S0346251X16300938
Research Interests: Social Identity, Language and Ideology, Language Ideology, Language and Identity, Minority Languages, and 26 moreVietnam, Ethnicity, Anthropology of Vietnam, Language Attitudes, Language And Social Identity, Language Maintenance and Shift, Language Attitudes (Languages And Linguistics), Bilingualism and Multilingualism, Bilingualism, Viet Nam, Minority language maintenance, Language maintenance, Vietnamese studies, Heritage Language Maintenance, Motivation and attitudes in foreign language learning, L2 motivation self system, Minority Students, L2 motivation, Minority College Students, Language and Identity Studies, Indigenous and Minority Languages, L2 Motivational Self System, discrepancy theory, L2 motivation, Ideal L2 self, Integrative Motivation, ought-to L2 self, and Instrumental motivation
English education reforms have been implemented across Asia in response to globalisation and the increasing spread of English as an international language. This has created both opportunities and challenges for local systems of English... more
English education reforms have been implemented across Asia in response to
globalisation and the increasing spread of English as an international language. This
has created both opportunities and challenges for local systems of English language
education in non-English speaking countries. This chapter critically examines the
role of English education in Vietnam in view of the broad context of the globalisation
of English. It starts with a discussion on how globalisation has impacted English
language education in general and in Vietnam in particular. It includes a review on
the current reforms in English education policy, which is followed by a discussion of
three empirical case study findings on the English education policy implementation
in Vietnam. The chapter concludes by highlighting the possible implications for
policymakers and language educators in Vietnam.
Authors: Hoa Thi Mai Nguyen, Huong Thu Nguyen, Huy Van Nguyen, Trang Thi Thuy Nguyen.
Please cite (APA): Nguyen, H. T. M., Nguyen, H. T., Nguyen, H. V., & Nguyen, T. T. T. (2018). Local challenges to global needs in English language education in Vietnam: The perspective of language policy and planning. In P. C. G. Lian, C. Chua, K. Taylor-Leech & C. Williams (Eds.), Un(intended) Language Planning in a Globalising World: Multiple Levels of Players at Work (pp. 214-233). Warsaw: De Gruyter Open.
globalisation and the increasing spread of English as an international language. This
has created both opportunities and challenges for local systems of English language
education in non-English speaking countries. This chapter critically examines the
role of English education in Vietnam in view of the broad context of the globalisation
of English. It starts with a discussion on how globalisation has impacted English
language education in general and in Vietnam in particular. It includes a review on
the current reforms in English education policy, which is followed by a discussion of
three empirical case study findings on the English education policy implementation
in Vietnam. The chapter concludes by highlighting the possible implications for
policymakers and language educators in Vietnam.
Authors: Hoa Thi Mai Nguyen, Huong Thu Nguyen, Huy Van Nguyen, Trang Thi Thuy Nguyen.
Please cite (APA): Nguyen, H. T. M., Nguyen, H. T., Nguyen, H. V., & Nguyen, T. T. T. (2018). Local challenges to global needs in English language education in Vietnam: The perspective of language policy and planning. In P. C. G. Lian, C. Chua, K. Taylor-Leech & C. Williams (Eds.), Un(intended) Language Planning in a Globalising World: Multiple Levels of Players at Work (pp. 214-233). Warsaw: De Gruyter Open.
Research Interests: Language Education, Language Planning and Policy, TESOL, Teaching English As A Foreign Language, Language and Education, and 14 moreTeaching English to the Speaker of Other Languages, Language Planning, Language Policy, English language teaching, Education in Vietnam, Foreign Language Education, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), Language policy and planning, Teaching English as a foreign language (TEFL), English language education, Language in Education, Language-In-Education Policy, English Language Teaching, and language education in Vietnam
Since the Vietnamese government’s introduction, in 2008, of the National Foreign Language Project 2020, English language education in Vietnam has undergone a paradigm shift whereby changes in standardization, curriculum design, teaching... more
Since the Vietnamese government’s introduction, in 2008, of the National Foreign Language Project 2020, English language education in Vietnam has undergone a paradigm shift whereby changes in standardization, curriculum design, teaching pedagogy, and evaluation have had a systematic impact on the English teaching/learning ideologies and practices of millions of Vietnamese teachers and learners. The extent to which the project accomplished its objectives and succeeded in enhancing the English proficiency of teachers and learners at all educational levels is, however, still a matter of debate, with public and academic discussions on the gaps between expectations and reality in planning, managing, and implementing the project. In this collection, the editors create a rich picture of English language teacher education and practice in Vietnam in light of the 2020 Project, bringing together a group of researchers, educators, and practitioners who contribute their perspectives on the roles, positions, and concerns of teachers, who are the final brokers (McLaughlin 1987) and central agents of policy implementation (Stritikus & Wiese 2006).