The CEFR as a National Language Policy in Vietnam: Insights from a Sociogenetic Analysis

Autor/inn/en	Nguyen, Van Huy; Hamid, M. Obaidul
Titel	The CEFR as a National Language Policy in Vietnam: Insights from a Sociogenetic Analysis
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 7, S.650-662 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Van Huy) ORCID (Hamid, M. Obaidul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1715416
Schlagwörter	Language Planning; Rating Scales; Second Language Learning; Second Language Instruction; English (Second Language); Guidelines; Educational Change; Policy Analysis; Socioeconomic Influences; Political Influences; Global Approach; Decision Making; Educational Policy; Innovation; Higher Education; Foreign Countries; Language Proficiency; Student Evaluation; Economic Change; Social Change; Educational History; Language Role; Educational Benefits; Technology Transfer; Vietnam; Europe + Suchen Sie Ihr Suchwort? Sprachwechsel; Rating-Skala; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Richtlinien; Bildungsreform; Politikfeldanalyse; Sozioökonomischer Faktor; Political influence; Politischer Einfluss; Globales Denken; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Language skill; Language skills; Sprachkompetenz; Schulnote; Studentische Bewertung; Ökonomischer Wandel; Sozialer Wandel; History of education; Bildungsgeschichte; Bildungsertrag; Technologietransfer; Europa
Abstract	The Common European Framework of Reference for Languages (CEFR) has long been considered a global policy in language education. It has been borrowed and adopted by different polities across the world. However, it is still not clear why the CEFR, intended for European usage, has become a ubiquitous tool for overhauling the quality of teaching and learning English in many education contexts. In this paper, we examine the CEFR in Vietnam in order to gain an understanding about the underwritten socio-economic and political conditions, which induced the employment of this global language education framework. The paper proposes to consider the borrowing of the CEFR in Vietnam as a socially constituted phenomenon to elucidate the historical and social background of its local adoption. We argue that the Vietnamese authorities' decision to adopt the CEFR can be explicated on the basis of at least three sociocultural conditions: (1) recent changes in English language policy; (2) need for concrete economic and political innovations, and current efforts to reform higher education; and (3) the current tendency for administrators to look outwards for solutions to domestic issues in contemporary Vietnam. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01