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National Foreign Language Policy: The Dream of CEFR in Vietnam From a Case Study

National Foreign Language Policy: The Dream of CEFR in Vietnam From a Case Study

Hà Thanh Thị Nguyễn, Điệp Dương
Copyright: © 2021 |Pages: 24
ISBN13: 9781799849933|ISBN10: 1799849937|EISBN13: 9781799849940
DOI: 10.4018/978-1-7998-4993-3.ch010
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MLA

Nguyễn, Hà Thanh Thị, and Điệp Dương. "National Foreign Language Policy: The Dream of CEFR in Vietnam From a Case Study." Stagnancy Issues and Change Initiatives for Global Education in the Digital Age, edited by Theresa Neimann, et al., IGI Global, 2021, pp. 212-235. https://doi.org/10.4018/978-1-7998-4993-3.ch010

APA

Nguyễn, H. T. & Dương, Đ. (2021). National Foreign Language Policy: The Dream of CEFR in Vietnam From a Case Study. In T. Neimann, J. Felix, S. Reeves, & E. Shliakhovchuk (Eds.), Stagnancy Issues and Change Initiatives for Global Education in the Digital Age (pp. 212-235). IGI Global. https://doi.org/10.4018/978-1-7998-4993-3.ch010

Chicago

Nguyễn, Hà Thanh Thị, and Điệp Dương. "National Foreign Language Policy: The Dream of CEFR in Vietnam From a Case Study." In Stagnancy Issues and Change Initiatives for Global Education in the Digital Age, edited by Theresa Neimann, et al., 212-235. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4993-3.ch010

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Abstract

The push for English language education has become explosive in Vietnam since the Doi Moi era. It resulted in the birth of the National Foreign Language Project 2020 in 2008 with the adoption of the Common European Framework of Reference (CEFR) (Decision No.1400, 2008) and later the passing of the so-called “Six-level framework for foreign language proficiency in Vietnam” (Decision No.729, 2015) to standardize learning and teaching outcomes across all levels of education. This chapter examines a case study at a major state-owned university in Vietnam to take a closer look at issues related to the adoption of the CEFR in Vietnam. More specifically, the authors assess the writing skill development in first-, second-, and third-year undergraduate students and align their writing gains with the corresponding expected CEFR cut-off scores as defined by the National Project 2020. The authors will then point out the impracticality of adopting the CEFR in assessment and make recommendations on assessment-related policy-making issues for the long-term success of the National Project 2020.

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