The development of English as the mutual language among ASEAN since 2008 and the formation of ASEAN Economic Community since 2015 have set milestones in the social and educational development of each country in this organisation. In English education in Vietnam, understanding the diversity of Englishes in the organisation has become an important task. This article aims to present a holistic view of World Englishes (WE) in research generally and in relation to English education in Vietnam particularly by illustrating the Vietnamese English teachers’ perceptions of WE in the Vietnamese teaching context. The data were collected via an online questionnaire using a snowball sampling method from seventy-six respondents who are English lecturers from twenty-six universities or colleges in Vietnam. The data were also collected from focus group interviews with fve participants who were doing Master Degree in Applied Linguistics at an Australian university. The article delineates the fndings of the Vietnamese English teachers’ perceptions towards WE and their experiences in introducing WE in their teaching context. Discussion of English education in Vietnam, including issues in English teaching, English teachers’ development and considerations of the policy context, is also be presented.
Language policy enactment processes are complex, confounded by varied forces and interests, and shaped through negotiations, interpretations and compromise. Working from this perspective, this article examines the transition process of foreign language teachers from teaching other languages to teaching English, and the influences of this process on general foreign language education and language planning. In Vietnam, even though the shift to English teaching from other languages has been noted as a phenomenon, its process with grass-roots changes and potential influences on foreign language policy enactments in the country have not been specifically examined. By employing a case study approach, this article explores the transition process at An Nam University (pseudonym), one of the universities undergoing the transition process. Drawn from a document, a preliminary survey, interviews with both teachers and leaders and observations, my study concludes that the transition process has an important role with various influences on different aspects in foreign language education in the university and in Vietnam. The study aims to provide fundamental pointers to current language policy implementation in the country as well as to other contexts undergoing similar changes.
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