Speaker
Description
As English-medium instruction (EMI) expands rapidly across Asian higher education, universities in Vietnam are increasingly mandating content teachers to deliver courses in English under national language policy initiatives. Despite a growing body of research on EMI teacher identity, two significant gaps persist: the Vietnamese context remains underrepresented, and the anticipatory phase when teachers negotiate their identities before EMI implementation begins has received little scholarly attention. Drawing on Bronfenbrenner and Morris's (2006) Process-Person-Context-Time (PPCT) ecological framework, this qualitative multiple case study examines how four content teachers across different disciplines at a Vietnamese university negotiate their professional identities in anticipation of a mandated EMI policy. Data were generated through in-depth semi-structured interviews and institutional policy documents and analyzed thematically using the PPCT framework as an analytical lens. Findings reveal complex identity tensions shaped by intersecting ecological layers from national policy pressures to disciplinary allegiances and imagined futures as EMI practitioners. This study contributes the concept of anticipatory identity negotiation to the EMI literature and offers implications for policy-sensitive EMI teacher development in Vietnam and comparable contexts.
Biography
Hau Huynh (Huynh Thi Hau) is a lecturer at the University of People's Security in Vietnam and a PhD candidate at Ho Chi Minh City Open University. Her research focuses on teacher education, teacher professional identity, and professional development in higher education contexts. She is particularly interested in exploring how teachers’ metacognitive skills, reflective practices, and contextual factors influence their professional growth. Her current doctoral research investigates mid-career English teachers’ identity.
| Affiliate type | University |
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