ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENT IN VIETNAM HIGHER EDUCATION INSTITUTIONS LéThi Thy Nhung Abstract: English Medium Instruction (EMI) has emerged as a prominent phenomenon in higher education in non-dominant English speaking countries. There has been a substantial increase in the number of EMI programs at tertiary level in various geographical areas, especially Asia and Europe. Universities in Viemam have increasingly introduced EMI in their academic programs for various instrumental motives. Still, the success of EMI appears to be under guarantee as preliminary conditions including resources, English competence of students and lecturers, and teacher preparation are inadequately established in Vietnamese universities. Particularly, the shortage of skilled teachers appears to be one of the major concerns for EMI stakeholders worldwide and in Vietnam. This paper reviews development of EMI around the world and in Vietnam as a global trend. It discusses support for and major concerns about EMI practices globally and locally, with a focus on teacher professional development opportunities. It concludes with implications for better implementation of EMI in Vietnam higher education institutions Keywords: English Medium instruction, teacher professional development, higher education, teacher training, education reform. 1. INTRODUCTION English Medium Instruction (EMI) has emerged as a prominent phenomenon in higher education in non-dominant English speaking countries. There has been substantial increase in the number of EMI programs at tertiary level in various geographical areas, especially Asia and Europe. Universities in Vietnam have increasingly introduced EMI in their academic programs for various instrumental motives. Still, the success of EMI appears to be under guarantee as preliminary conditions including resources, English competence of students and lecturers, and teacher preparation are inadequately established in Vietnamese universities. Particularly, the shortage of skilled teachers appears to be one of the major concems for EMI stakeholders worldwide and in Vietnam. This paper reviews development of EMI around the world and in Vietnam as a global trend. It discusses support for and major concerns about EMI practices globally and locally, with a focus on teacher professional development opportunities. It concludes with implications for better implementation of EMI in Vietnam higher education institutions.ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENTIN VIETNAN.. 203 2. DEVELOPMENT OF ENGLISH MEDIUM INSTRUCTION IN HIGHER EDUCATION A GLOBAL TREND The medium of instruction refers to the language used to deliver the content of non- language subjects other than the language studied as an object in itself. English Medium Instruction (EMI) is a content-driven approach without explicit language learning aims that uses English as a means to teach courses in disciplinary areas (Park, 2007). EMI is widely adopted in countries where English is not spoken by a majority of the people. This approach is mainly driven by economic and political motives (Costa & Coleman, 2012). The increased use of English as a medium of instruction at the tertiary level in non-dominant English speaking countries is driven by internalization and globalization (Coleman, 2006; Tollefson & Tsui, 2004). EMI originated in European higher education but has been increasingly adopted at the tertiary level in Asian countries. The intention of EMI is to enhance the quality of teaching and learning, to compete for student enrolment, and institutional revenues, and to increase competitiveness in the global higher education market (Hu, Li, & Lei, 2014; D. M. Le, 2012). English inereasingly becomes the language of higher education across Europe (Coleman, 2004). Between 2002 and 2007, English-medium provision actoss European higher education has nearly tripled. There were 700 programs delivered partially or entirely in English across 1,558 institutions in 19 European countries in 2002, which accounts for 1% of the total study programs provided (Wachter & Maiworm, 2002). However, there was a nearly threefold increase with more than 2,400 EMI programs in over 800 European higher education institutions in 2007. The majority of EMI programs were found in Northen Europe and mostly available at Masters level (Waichter & Maiworm, 2008). By countries, the Netherlands was reported as the leading provider of EMI with a total of 774 programs, followed by Germany with 415 programs and Sweden with 400 programs in 2009 (Phillipson, 2009). Finnish higher education institutions provided 100% of study programs in English (Lehikoinen, 2004). It is obvious that since the 1990s, there has been a substantial increase in EMI programs/courses in European academic institutions. The East Asian countries of China, South Korea, Taiwan, and Japan have been leading in EMI provision. Top ranking universities in China have begun to introduce EMI courses. More than 160 programs were delivered bilingually in both Chinese and English at Zhejing University, China (Huang, 2006) in 2004. Approximately 132 out of 135 universities in China provided EMI programs, with an average of 44 EMI courses at each institution in 2006 (Wu, 2010, as cited in Lei & Hu, 2014). English-medium teaching has become fashionable in higher education institutions in South Korea (Byun et al., 2011). There were 9,000 EMI courses offered by Korean universities, which accounted for 2.2% of the total courses in 2002, The Korean Government aimed to raise the EMI percentage to 3.1% of all courses by 2010.KV YEU HOITHAO KHOA HQC QUOCTE DAY VA HOC NGOAI NGU GAN VOI CHUYEN NGANH 204 TRONG B61 CANH HOI NHAP QUOCTE: LILUAN VATHUCTIEN In Taiwan, about 170 EMI programs at various levels were provided among 45 universities and colleges in 2011 (Hou, Morse, Chiang, & Chen, 2013), Similarly, Japan offered 74 EMI graduate programs at 43 universities in 2005 (Huang, 2006; Manakul, 2007). The Japan Government aimed to increase EMI provision to 157 programs by 2014 as part of the ‘Global 30 Project’ funded by the government. EMI is increasingly adopted by East Asian countries as a strategy to minimize ‘brain drain’ and to increase opportunities for knowledge exchange and technological transfer (Kirkpatrick, 2011). Table 1. EMI provision in higher education in Asian countries Countries EML in Asian higher education Bangladesh _ All 80 private universities established since the introduction of the Private University ‘Act in 1992 have used English as the only medium of instruction, China ‘The highest ranking 32 universities offer EMI programs in many disciplines including business, science and technology. Indonesia ‘The majority of the 78 private universities and the growing public universities have introduced EM Japan Atleast 30 universities have introduced EMI programs to attract 300,000 international students as part of the Global 30 Project. Malaysia Over 100 private colleges and universities, particularly those which have partnership programs with foreign universities, and the majority of the 20 public universities have introduced EMI. ‘South Korea EMI programs are available in the majority of the 42 national universities Source: Hamid and Kirkpatrick, 2016 3. ENGLISH MEDIUM INSTRUCTION IN VIETNAM HIGHER EDUCATION INSTITUTIONS In Vietnam, EMI has been present in joint degree (or international) programs at postgraduate level since the early 1990s and at Bachelor level since the 2000s as a result of collaboration between Vietnam academic institutions and foreign education providers (Nguyen, Walkinshaw, & Pham, 2017). These programs have traditionally targeted at students who are financially well-off demanding high quality education without moving away from home. Currently, approximately 200 joint programs remain active among 50 universities and institutions in Vietnam (VIED, 2017). EMI programs were not targeting at mainstream undergraduate students until the early 2000s. The Vietnam Government encouraged Vietnamese universities to include EMI in their academic programs through several EMI policy documents, which were recorded in the following proposals such as: Foreign Language Education 2008-2020" (MOET, 2008); Vietnam Educational Strategies 2009-2020 (UNESCO, 2013); and Fundamental and Comprehensive Reform of Higher Education 2006-2020 (Vietnam Government, 2014). These documents provide reasons for the introduction of EMI in Vietnam higher education: to enhance graduates’ employability in the intemational workplace and thus enhance theENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENTIN VIETNAN.. 205 quality of human resources; to enhance the quality of Vietnam higher education through a process of intemationalisation; and to improve the English proficiency of Vietnamese lecturers for research collaboration and professional exchange. In response to EMI policy, several universities in Vietnam have increasingly offered EMI courses and programs. There were 35 Advanced Programs initiatives supervised by Ministry of Education and Training (MOET) in 23 Vietnamese universities from 2008 to 2015 (MOET, 2010). These programs allow selected Vietnamese universities to import curricula from prestigious universities abroad. The International Standard Programs (ISP) were introduced in the Vietnam National University which offered 16 training courses in English in 2008 (Vu & Burns, 2014). The High Quality Programs promulgated by MOET were launched in 2014 in several public universities (MOET, 2014). The programs above share the following features: they model partly or entirely undergraduate degrees” curricula from prestigious Western universities; they use English as the medium of instruction to deliver course content; and they are instructed by highly qualified teaching staff. EMI policy also triggered the establishment of English medium universities. In 2003, the first public university established in a major city in Vietnam offered all degree programs in English. In 2009, the Government launched the New Model University Project to build four ‘world-class’ universities with USS400 million in loans from the World Bank. These universities were to be public, research-oriented, and English medium only. Two of them are currently in operation, Table 2. EMI development in Vietnam Higher Education Institutions (HEIs) EMI distribution Number Joint programs/intemnational programs Approx. 200 programs at 50 HEIs EMI programs/universities Two (public) English medium universities, approximately 70 universities offer EMI courses/programs ‘Advanced Programs 35 programs (at 23 HEIs) High Quality Programs 55 programs Gifted programs Undocumented Source: VIED, 2017; HEls’ website 4. IMPLEMENTATION OF ENGLISH MEDIUM INSTRUCTION IN HIGHER EDUCATION INSTITUTIONS: PRELIMINARY SUPPORT AND MAJOR CONCERNS: 4. Support EMI seems to have received strong support from major stakeholders in various education settings. At the national level, policy makers consider EMI as a strategyKV YEU HOITHAO KHOA HQC QUOCTE DAY VA HOC NGOAI NGU GAN VOI CHUYEN NGANH 206 TRONG B61 CANH HOI NHAP QUOCTE: LILUAN VATHUCTIEN towards human resource development, enhancement of national competitiveness, and reform of higher education, At the institutional level, university managers see EMI as a means to improve academic quality and standards, to facilitate intemationalisation, to raise the competitiveness of universities in the local and international education market, and to obtain economic profits. At the personal level, students believe EMI enhances their English proficiency, increase self-confidence, and better prepares graduates for the international workplace (T. T. N. Le, 2016). EMI appears to generate favourable attitudes among students whose preference for EMI was mainly driven by career aspirations and the desire to study abroad (Byun et al, 2011; Chang, 2010). Impacts of EMI on students’ performance and learning outcomes seems to be positive, EMI appears to increase students’ English language proficiene especially their specialised vocabulary knowledge (Tatzl, 2011). EMI was highly favoured by students in Business schools with a strong belief in greater economic returns and career prospects (Byun et al., 2011; Earls, 2016), b. Concerns English Medium Instruction has been growing rapidly in different educational settings despite predictable problems. These include lack of qualified teaching staff, insufficient English proficiency levels among students, shortage of teaching materials, assessment mismatch, financial constraints, and inadequate resources to run EMI programs (Smith, 2004). Especially, the quality of lecturers has been a controversial issue concerning many stakeholders. The recruitment practice of universities in various geographical areas shows that university managers often consider lecturers qualified for EMI programs when they obtain their qualifications and/or have had prior working experience from an Anglophone country, Opportunities for lecturers to undertake formal pre-service training in EMI are not available and in-service professional development remains lacking. Research shows that lecturers with limited pedagogical skills may lead to students’ problems with understanding course content and dissatisfaction with their teaching (Flowerdew & Miller, 1992) In terms of lecturers’ English proficiency, EMI practices at most higher education institution currently indicate lecturers are not assessed for their English proficiency upon recruitment. Since there is no definitive benchmark for the level a lecturer needs to be able to teach effectively through English, the quality of their instruction may be compromised. Research shows that lecturers’ insufficient levels of English proficiency exerted negative impacts on students’ ability to understand lectures. Students reported problems with EMI lectures including complicated vocabulary and concepts, lecturers” unclear pronunciation and unfamiliar accents, fast delivery rate, and few jokes and storytelling which helped to deepen students’ understanding of the content (Hellekjaer, 2010; Miller, 2009). Despite concems expressed about lecturers’ limited EnglishENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENTIN VIETNAN.. 207 proficiency and methodology shortcomings, many lecturers were reluctant to attend training courses, claiming that these courses were neither practical nor necessary (Aguilar & Rodriguez, 2012; Tange, 2010) Also, students’ inadequate levels English proficieney led to problems with comprehension of lectures and textbooks, writing assignments and interaction in English (Collins, 2010; Sert, 2008). Other barriers towards EMI implementation include inadequate resources for teaching and research, high tuition fees for students, and high costs of running EMI programs. 5. TEACHER PROFESSIONAL DEVELOPMENT AND IMPLICATIONS FOR VIETNAM HIGHER EDUCATION INSTITUTIONS 4, Teacher professional development One of the greatest concems about EMI implementation in different educational contexts is lack of teacher training, professional development and support for academic staff. Although EMI education has come into existence in many non-dominant English speaking countries for decades, pre-service training programs on EMI approach remains almost absent. Even in established educational system such as Hong Kong, where English has been traditionally used as a medium of instruction at tertiary level for generations, pre-service training on EMI approach for university lecturers is still lacking. The majority of lecturers involved in EMI programs are content experts and they tend to enter teaching career with no formal pedagogical ‘raining either in their area of specialisation or in using EMI approach As a compensation, academic institutions around the world have offered in-service training and professional development activities for EMI staff. This support often takes the form of informal experience sharing sessions, workshops, and short courses on English and teaching methodology which have occasionally been reported in the literature. For example, Klaassen and Graaff (2001) reported a training workshop series organized for EMI staff at a Dutch university. The workshop provided opportunities for lecturers to enhance their teaching performance through reflections on demonstration teaching, discussion, skill practice exercises and presentation Similarly, a 12-week professional development course was offered at a Swedish university (Airey, 2011), EMI lecturers were asked to give mini-lectures and then commented on lectures delivered by themselves and by their colleagues through online and offline forums. By reflecting on their performance and receiving feedback from peers, the lecturers were aware of their limitations and thus could find ways to improve the quality of their teaching. Similar training activities reported in the literature appear to be more prevalent in European academic institution than in Asia and elsewhere (Crawford, 2010; Guarda & Helm, 2016).KV YEU HOITHAO KHOA HQC QUOCTE DAY VA HOC NGOAI NGU GAN VOI CHUYEN NGANH 208 TRONG B61 CANH HOI NHAP QUOCTE: LILUAN VATHUCTIEN b. Implications for Vietnam higher education institutions EMI has been expanding in scope in several universities in Vietnam recently, Despite the initial appeal of EMA, the effectiveness of EMI programs appears to vary because many Vietnamese universities are under-resourced and are not adequately prepared for EMI (D. M. Le, 2012). Researchers have pointed to several obstacles facing EMI implementation in Vietnam academic institutions including insufficient English proficiency among lecturers and students, shortage of qualified teachers, outdated teaching methodology, and lack of resources for teaching and research (D. M. Le, 2012; 1. 1. N. Le, 2016; Vu & Bums, 2014), Teacher preparation programmes in EMI currently do not exist in Vietnam. As a result, lecturers receive no formal training on EMI teaching. In addition, in-service teacher training and professional development opportunities for EMI remain strictly limited in several universities (T. T. N. Le, 2016). Current practices in many universities in Vietnam, have EMI lecturers recruited based on their postgraduate discipline qualifications and prior experiences of EMI education at home or overseas. Research shows that some lecturers lacked English proficiency and training in ways to teach effectively in English (T. T. N. Le, 2016; Vu & Burns, 2014). Therefore, universities in Vietnam should stipulate an English proficiency level required for EMI lecturers. Lecturers’ English proficiency could be benchmarked against intemational standardised tests such as TOEFL and IELTS, and qualifications in English language studies at Bachelors or Masters’ level. It is necessary for lecturers to be screened for English proficiency upon recruitment. To compensate for lack of formal training in EMI approach, apart from the professional development activities mentioned above, Vietnam universities can adopt tandem teaching (or team teaching) by pairing discipline experts and language teaching experts in EMI classes to enhance lecturers’ oral English proficiency (Cots, 2012; Wilkinson, 2012). English language teaching experts could observe E! and provide feedback on pronunciation, vocabulary, and sentence-level expressions. The English language experts could co-teach with discipline lecturers to help them overcome their linguistic shortcomings and become more confident in using English during lectures. Also, peer coaching (Klaassen & Graaff, 2001; Lavelle, 2008; Vinke, Snipe, & Jochems, 1998) has been found to be helpful in assisting lecturers to enhance their teaching performance. In so doing, beginning lecturers should be coached or mentored by more experienced lecturers so that the former can learn from the latter through teaching practice and experience sharing. 1 lectures Universities in Viemam should enable opportunities for lecturers to undertake professional development in both methodology and English. In terms of methodology, workshops and short courses should be organized on a frequent basis for lecturers to enhance their knowledge and skills. The in-service teacher training and professional development should be treated as a priority and exercised as an ongoing activity among,ENGLISH MEDIUM INSTRUCTION AND TEACHER PROFESSIONAL DEVELOPMENTIN VIETNAN.. 209 universities which offer EMI approach, In addition, Vietnamese universities should make funding accessible for lecturers to participate in conferences and workshops on discipline-related subjects organized locally and internationally. 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