Educational policy borrowing in a globalized world: A case study of common European framework of reference for languages in a Vietnamese university

Nguyen, Van Huy and Hamid, M. Obaidul (2015) Educational policy borrowing in a globalized world: A case study of common European framework of reference for languages in a Vietnamese university. English Teaching: Practice and Critique, 14 1: 60-74. doi:10.1108/ETPC-02-2015-0014

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Author Nguyen, Van Huy
Hamid, M. Obaidul
Title Educational policy borrowing in a globalized world: A case study of common European framework of reference for languages in a Vietnamese university
Journal name English Teaching: Practice and Critique
ISSN 1175-8708
Publication date 2015
Year available 2015
Sub-type Article (original research)
DOI 10.1108/ETPC-02-2015-0014
Open Access Status DOI
Volume 14
Issue 1
Start page 60
End page 74
Total pages 15
Place of publication Bingley, United Kingdom
Publisher Emerald Group Publishing
Collection year 2016
Language eng
Formatted abstract
Purpose
– 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.

Design/methodology/approach
– 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 sampled participants, including school administrators, English language teachers and students over a period of six months.

Findings
– 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.

Originality/value
– 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.
Keyword Language policy
English teaching
Curriculum English
Assessing English
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
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Created: Mon, 15 Jun 2015, 10:10:42 EST by Claire Backhouse on behalf of School of Education