ẢNH HƯỞNG CỦA VIỆC GIẢNG DẠY CHUYÊN NGÀNH BẰNG TIẾNG ANH ĐỐI VỚI VIỆC HỌC KIẾN THỨC CHUYÊN MÔN VÀ NĂNG LỰC TIẾNG ANH NHÌN TỪ QUAN ĐIỂM CỦA SINH VIÊN TẠI MỘT TRƯỜNG ĐẠI HỌC KỸ THUẬT Ở VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Trong vài thập kỷ vừa qua, sự phát triển của tiếng Anh trên phạm vi toàn cầu đã chứng kiến tầm quan trọng của không chỉ việc giảng dạy ngôn ngữ tiếng Anh, mà còn là việc giảng dạy các môn học khác bằng tiếng Anh ở các cấp độ khác nhau trong hệ thống giáo dục. Tại nhiều quốc gia không sử dụng tiếng Anh như ngôn ngữ bản địa, các cơ sở giáo dục đại học đã nỗ lực quốc tế hóa hình ảnh và nâng cao khả năng cạnh tranh trên thị trường giáo dục bằng cách triển khai các chương trình và khóa học chuyên ngành giảng dạy bằng tiếng Anh (English as a Medium of Instruction – EMI) trong nhiều lĩnh vực khác nhau. Giảng dạy chuyên ngành bằng tiếng Anh (EMI) được nhìn nhận là một chính sách ngôn ngữ với lợi thế nổi trội trong việc đồng thời đạt được hai mục tiêu: Học kiến thức môn học chuyên ngành là mục tiêu chính và năng lực tiếng Anh là mục tiêu phụ. Tuy nhiên, các nghiên cứu về việc thực hiện chính sách EMI đã cho thấy sự không nhất quán khi đánh giá về ảnh hưởng của EMI đối với việc học kiến thức chuyên môn và năng lực tiếng Anh của sinh viên, điều đó đòi hỏi cần có thêm nhiều nghiên cứu hơn nữa đối với vấn đề còn đang gây tranh cãi này. Nghiên cứu định tính này được thực hiện nhằm khám phá nhận thức của sinh viên về tác động của việc giảng dạy chuyên ngành bằng tiếng Anh (EMI) tại một trường đại học kỹ thuật ở Việt Nam. Số liệu phỏng vấn sâu với 35 sinh viên EMI đã chỉ ra những điểm khác biệt về cách nhìn nhận của sinh viên đối với ảnh hưởng của EMI trong việc học kiến thức chuyên môn và năng lực tiếng Anh của họ. Kết quả nghiên cứu cũng xác định nhiều vấn đề mà sinh viên gặp phải trong các khóa học EMI và đề xuất các giải pháp nhằm tối ưu hóa các phương pháp tiếp cận EMI trong bối cảnh giáo dục đại học Việt Nam.
Từ khóa
dạy chuyên ngành bằng tiếng Anh, giáo dục đại học, học kiến thức chuyên môn, năng lực tiếng Anh
Chi tiết bài viết
Tài liệu tham khảo
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https://www.researchgate.net/publication/313576556_Allocating_resources_for_English_The_case_of_Indonesia's_English_medium_International_Standard_Schools
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https://www.researchgate.net/publication/313576112_Developing_countries_and_the_English_language_Rhetoric_risks_roles_and_recommendations
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Earls, C. W. (2016). Evolving agendas in European English-medium higher education: Interculturality, multilingualism and language policy. Palgrave Macmillan.
https://www.researchgate.net/publication/303433222_Evolving_Agendas_in_European_English-Medium_Higher_Education_Interculturality_Multilingualism_and_Language_Policy
Galloway, N., Kriukow, J., & Numajiri, T. (2017). Internationalisation, higher education and the growing demand for English: An investigation into the English medium of instruction (EMI) movement in China and Japan. British Council.
https://www.researchgate.net/publication/320183212_Internationalisation_higher_education_and_the_growing_demand_for_English_an_investigation_into_the_English_medium_of_instruction_EMI_movement_in_China_and_Japan_Internationalisation_higher_education_a
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Hamid, M. O., Jahan, I., & Islam, M. M. (2013). Medium of instruction policies and language practices, ideologies, and institutional divides. Current Issues in Language Planning, 14(1), 144–163. https://doi.org/10.1080/14664208.2013.771417
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https://www.researchgate.net/publication/262261188_Language_Matters_Assessing_lecture_comprehension_in_Norwegian_English-medium_higher_education
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Jensen, C., & Thøgersen, J. (2011). Danish university lecturers’ attitudes towards English as the medium of instruction. Ibérica, 22, 13–34.
https://www.researchgate.net/publication/289971842_Danish_University_lecturers'_attitudes_towards_English_as_the_medium_of_instruction
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https://www.researchgate.net/publication/289285072_English_as_a_medium_of_instruction_at_tertiary_education_system_in_Vietnam
Lin, T., & Lei, J. (2021). English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability. Sage Open, 11(4). https://doi.org/10.1177/21582440211061533
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English-medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
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Nguyen, H. T., Hamid, M. O., & Moni, K. (2016). English-medium instruction and self-governance in higher education: The journey of a Vietnamese university through the institutional autonomy regime. Higher Education, 72(5), 669–683. https://doi.org/10.1007/s10734-015-9970-y?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle
Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university. In B. Fenton-Smith, P. Humphreys, I. Walkinshaw (Eds.), English-medium instruction in higher education in Asia-Pacific (pp. 37–52). Springer. https://doi.org/10.1007/978-3-319-51976-0_3
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