Abstract
This chapter offers an overview of English education in Vietnam, examining socioeconomic, historical, and political influences on foreign language policies. Scrutiny of English's crucial role follows analysis of determinants fundamental in shaping higher education after “Doi Moi.” Substantial transformations encompassing diversity and internationalization have transpired, yet deficits in students' English proficiency have impeded modernization and global integration. The chapter examines practical implementation of English as a foreign language in Vietnamese tertiary education. Despite governmental efforts to elevate students' English, impediments including shortages of qualified educators, widespread deficient proficiency, an examination system focused on grammar, and Confucian pedagogical approaches have hindered the efficacy of English instruction and learning. It concludes with recommendations for Vietnamese authorities, academic institutions, and EFL educators to enhance the quality of English pedagogy.
Top2. Evolution Of Foreign Language Education Policy In Vietnam: A Historical Analysis
In examining the development of English as a Foreign Language (EFL) education in Vietnam, considering the country's political history provides helpful context. According to Le (2007), four historical phases have shaped Vietnam's foreign language policy: Chinese colonial rule (111BC-938AD), French colonialism (1858-1954), the Vietnam War (1954-1975), and the post-reunification period (after 1975). These historical epochs exerted substantial influences on foreign language policies, specifically in relation to the selection of languages within the education system. For instance, during the ten centuries of Chinese dominance, Chinese, characterized by its Han scripts, served as the official language in various domains such as administration, ritual activities, education, and literature (Thinh, 2006; Wright, 2002). Upon Vietnam's restoration of independence in 938, the Vietnamese populace devised Chu Nom, a script derived from Chinese characters, as a distinct method of articulating their native language. Although Chu Nom, serving as a testament to national identity, found extensive usage in daily life and literary pursuits, Chinese continued to retain its status as the official language of the Vietnamese monarchies (Do & Do, 2014; Harbon et al., 2014).
In the 17th century, Chu Nom experienced a gradual decline in favor of Quoc Ngu, a writing system utilizing Roman characters, which was introduced by European missionaries. Over time, Quoc Ngu evolved into the contemporary Vietnamese language (Do & Do, 2014; Pham, 2014).
During French colonialism (1858-1954), French became the administrative language used in bureaucracy, business, and education. Even though Vietnamese (Quoc Ngu) was taught in schools, it did not occupy a prominent position. After 1919, Chinese was excluded from the curriculum when France shut down Confucian schools (Thinh, 2006). English was taught as a foreign language in a few private schools, mainly for trade.
The triumph of Dien Bien Phu in 1954 marked the conclusion of French dominance in Vietnam, effectively terminating the role of French as an official language. The Vietnamese language regained its predominant position within the education system. Other languages, such as Russian, Chinese, English, and French, were taught as foreign languages. However, the treatment of these languages varied between the northern and southern regions of Vietnam (Denham, 1992).
Following the implementation of the Geneva Agreement in 1954, Vietnam was partitioned into two distinct regions with divergent political orientations. In the north, the Democratic Republic of Vietnam, backed by Russia and China, emphasized the usage and teaching of Russian and Chinese languages. These languages were extensively taught in high schools and universities, with English offered to a limited extent at the tertiary level (Denham, 1992; Le, 2007). Conversely, in the south, the Republic of Vietnam, supported by the United States, prioritized English and French as the primary foreign languages to be taught in secondary schools and universities (Thinh, 2006).
Key Terms in this Chapter
English as a Medium of Instruction (EMI): The use of English as the primary language of teaching in educational institutions where English is not the native tongue. Various Vietnamese universities have started EMI programs.
Confucian-oriented teaching: A traditional East Asian pedagogical style where teachers possess authority as the transmitters of knowledge and students are passive yet obedient recipients. This approach still persists in Vietnam.
Doi Moi: The economic renovation policy launched in Vietnam in 1986, moving the country toward a socialist-oriented market economy. This opened Vietnam up economically and culturally to Western nations.
Grammar-Translation Method: A traditional language teaching approach focused on presenting grammatical rules, memorizing vocabulary, and translation between languages. This remains a common way of teaching English in Vietnam.
Communicative Language Teaching (CLT): A learner-centered approach to language pedagogy emphasizing communication and practical language use over passive grammar instruction. There have been attempts to implement CLT in Vietnam with mixed success.
National Foreign Language Project 2020: A large-scale Vietnamese government initiative from 2008-2020 aimed at systematically improving English proficiency at all educational levels in Vietnam.