SUSTAINABLE DEVELOPMENT POLICIES IN “FOREIGN LANGUAGE + VOCATIONAL SKILLS” TEACHING IN VIETNAM: A CASE STUDY OF THE CHINESE LANGUAGE SECTOR
Main Article Content
Abstract
In response to the growing demand for higher education reform aimed at developing a workforce with both professional expertise and foreign language competence, this study seeks to identify an appropriate policy for integrating Chinese language instruction with disciplinary content in the context of Vietnamese higher education. Four policy models were examined: CS1 (independent dual-degree with practical orientation), CS2 (coordinated training linkage with practical collaboration), CS3 (integration of Chinese into disciplinary content – CLIL), and CS4 (dual-degree curriculum – CMI). Based on the Analytic Hierarchy Process (AHP), the data were collected from seven experts and processed using geometric means to synthesize pairwise comparisons, calculate priority weights, and assess consistency through λmax, CI, and CR indices. The results show that all the matrices exhibit satisfactory consistency (CR < 0.04). Notably, CS3 (CLIL) received the highest priority weight (0.3392), standing out in terms of instructional quality and long-term sustainability. Accordingly, the study recommends giving priority to the pilot implementation of the CLIL model in fields with a high potential for content-language integration, while establishing a flexible monitoring mechanism to ensure effective contextual adaptation. These findings make a policy-oriented contribution to bilingual education development in Vietnam and propose a structured framework for optimizing interdisciplinary language teaching in non-native contexts.
Keywords
Analytic Hierarchy Process (AHP), instructional policy, Chinese for specific purposes, sustainable teaching development, Chinese language integration
Article Details
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