English-Medium Instruction (EMI) in Higher Education: a case study of an EMI programme in Vietnam
English-Medium Instruction (EMI) in Higher Education: a case study of an EMI programme in Vietnam
Our time of globalisation has led to a number of significant
changes in various aspects of education, including a phenomenon called
internationalisation of Higher Education. Universities around the world have a
wide range of internationalisation strategies, one of which is the introduction
of English-Medium Instruction (EMI) programmes. During the last few decades,
there has been a striking increase in the number of EMI programmes (Doiz,
Lasagabaster, & Sierra, 2013c). In Vietnam, EMI is strongly supported by
key governmental policies such as the Higher Education Reform Agenda and the
National Foreign Languages 2020 Project. While more and more programmes are
implemented, EMI is still an under-researched area in this context. The limited
number of existing studies mainly address challenges of implementation from the
perspectives of stakeholders, with data collected from interviews and focus
groups (e.g. Nguyen, Walkinshaw, & Pham, 2017; Vu & Burns, 2014).
Against that backdrop, this PhD research aims to examine EMI
classroom practices in an undergraduate programme and explore the ‘ways of
doing’ and ‘ways of thinking’ of lecturers and students. The project is
developed based on the ROADMAPPING framework proposed by Dafouz and Smit
(2016), trying to offer a holistic description of EMI implementation in a
Vietnamese university. It employs an ethnographic case study design, with data
collected during an academic semester via three main instruments: classroom
observations, interviews and focus groups. In addition, research diary, site
documents and archives of informal communications function as supplementary
tools to explore the case. Both thematic analysis and discourse analysis are
used.
Key findings highlight the roles of lecturers and students
as policy makers and policy actors in the implementation and negotiation of EMI
policy at classroom level. Additionally, both English and Vietnamese play
important roles in the knowledge construction process, underlining the
necessity of translanguaging pedagogy in EMI settings. The study also
underscores the importance of pedagogical practices for EMI lecturers when
teaching content subjects in a second language. These findings are hoped to
offer insights into what actually takes place inside an EMI classroom,
especially when both lecturers and students speak the same mother tongue. Based
on these results, a number of implications are suggested for policymakers,
teacher trainers, lecturers, and researchers.
University of Southampton
Ngo, Phuong Le Hoang
bb40f12f-e5f2-42e9-8d06-0485ac0e5a71
October 2019
Ngo, Phuong Le Hoang
bb40f12f-e5f2-42e9-8d06-0485ac0e5a71
Baker, William
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Huettner, Julia
bb0cd345-6c35-48e1-89f7-a820605aaa2c
Ngo, Phuong Le Hoang
(2019)
English-Medium Instruction (EMI) in Higher Education: a case study of an EMI programme in Vietnam.
University of Southampton, Doctoral Thesis, 281pp.
Record type:
Thesis
(Doctoral)
Abstract
Our time of globalisation has led to a number of significant
changes in various aspects of education, including a phenomenon called
internationalisation of Higher Education. Universities around the world have a
wide range of internationalisation strategies, one of which is the introduction
of English-Medium Instruction (EMI) programmes. During the last few decades,
there has been a striking increase in the number of EMI programmes (Doiz,
Lasagabaster, & Sierra, 2013c). In Vietnam, EMI is strongly supported by
key governmental policies such as the Higher Education Reform Agenda and the
National Foreign Languages 2020 Project. While more and more programmes are
implemented, EMI is still an under-researched area in this context. The limited
number of existing studies mainly address challenges of implementation from the
perspectives of stakeholders, with data collected from interviews and focus
groups (e.g. Nguyen, Walkinshaw, & Pham, 2017; Vu & Burns, 2014).
Against that backdrop, this PhD research aims to examine EMI
classroom practices in an undergraduate programme and explore the ‘ways of
doing’ and ‘ways of thinking’ of lecturers and students. The project is
developed based on the ROADMAPPING framework proposed by Dafouz and Smit
(2016), trying to offer a holistic description of EMI implementation in a
Vietnamese university. It employs an ethnographic case study design, with data
collected during an academic semester via three main instruments: classroom
observations, interviews and focus groups. In addition, research diary, site
documents and archives of informal communications function as supplementary
tools to explore the case. Both thematic analysis and discourse analysis are
used.
Key findings highlight the roles of lecturers and students
as policy makers and policy actors in the implementation and negotiation of EMI
policy at classroom level. Additionally, both English and Vietnamese play
important roles in the knowledge construction process, underlining the
necessity of translanguaging pedagogy in EMI settings. The study also
underscores the importance of pedagogical practices for EMI lecturers when
teaching content subjects in a second language. These findings are hoped to
offer insights into what actually takes place inside an EMI classroom,
especially when both lecturers and students speak the same mother tongue. Based
on these results, a number of implications are suggested for policymakers,
teacher trainers, lecturers, and researchers.
Text
P Ngo Thesis
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Published date: October 2019
Identifiers
Local EPrints ID: 435919
URI: http://eprints.soton.ac.uk/id/eprint/435919
PURE UUID: 7ad28724-dd1b-44bf-81dd-46a7bfecd586
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Date deposited: 22 Nov 2019 17:30
Last modified: 17 Mar 2024 05:02
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Contributors
Author:
Phuong Le Hoang Ngo
Thesis advisor:
Julia Huettner
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