Overview
- Examines the current needs to develop employability for students in an increasingly globalized world
- Demonstrates how English education contributes to the development of students’ graduate employability capital
- Presents an approach to English language education with a focus on employability development
- This book is open access, which means that you have free and unlimited access
Part of the book series: Global Vietnam: Across Time, Space and Community (GVATSC)
Buy print copy
Tax calculation will be finalised at checkout
Table of contents (16 chapters)
-
Front Matter
-
English as a Power Tool in a Globalized World
-
Front Matter
-
-
The Development of Graduate Employability Through English Language Education
-
Front Matter
-
-
English Language Education in Vietnam: Current Practices and Challenges
-
Front Matter
-
-
English Language Education for Graduate Employability: What’s Next?
-
Front Matter
-
Keywords
- English Language Policies in Asian Countries
- English Language Competency
- English Language Teaching Methods
- Graduate Employability Capital
- Human Capital
- Social Capital
- Cultural Capital
- Career Identity
- Psychological Capital
- Skill Gap
- Learning Motivation
- Curriculum Development
- Mismatches Between Teaching Approach and Learning Needs
- TESOL and Graduate Employability
- Foreign Language Policy in Asia
- English as a Second Language
- Open Access
About this book
This open access book examines the teaching and learning of English for employability in Vietnamese higher education. Its content is framed within one country to better examine the research issues within the influence of contextual factors. This book investigates how English can contribute to the development of students' employability capitals, particularly in the aspects of human capital, social capital, cultural capital, identity capital, and psychological capital. It presents employers' and employees’ perspectives of how and why English is increasingly important for career development. This book is a collection of discussions and viewpoints from teachers, students, and other stakeholders like employers, graduates, and course coordinators on current practices and their proposed improvements to prepare students for their future education, work and life. Based on empirical evidence, this book calls for repositioning English language education within the employability agenda to elevate its status and increase stakeholders' engagement. This book contributes to current debates on advancing the effectiveness of English language education in non-English speaking countries, as a response to internationalization and globalization.
Editors and Affiliations
About the editors
Dr Tran Le Huu Nghia is a research fellow in work-integrated learning and graduate employability at the Australian National University’s College of Business and Economics. He received the Erasmus Mundus scholarship to complete the Master of Lifelong Learning: Policy and Management (2007-2009) provided by Aarhus University (Denmark), Bilbao University (Spain), and Institute of Education (the United Kingdom). Then as an Endeavour Postgraduate Awardee (2012-2016), he completed his Ph.D., with a focus on higher education studies, at the University of Melbourne, Australia. He has produced more than 30 research outputs, including articles in high impact journals such as Higher Education, Teaching and Teacher Education, Teaching in Higher Education, and two books. His research interests include teaching and learning for employability, work-integrated learning, teacher education, international education, and teaching English as a second language.
Dr Ly Tran is a Professor in the School of Education, Deakin University, Australia. Her work focuses on the internationalisation of education, student mobilities, graduate employability, staff professional learning in international education and Vietnamese education. Ly has been awarded various fellowships, prizes and awards for her contribution to research in the fields of international education and student mobilities. She has been named as one of Vietnam’s 50 Most Influential Women 2019 by Forbes Vietnam (Research Category). She has more than 200 publications in different outlets and has won a range of national and international awards for her works.
Dr Mai Ngo is a Senior Lecturer in Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics at Flinders University, Australia. She was Dean of Foundation Studies Department from 2005 to 2009, and Director of the International Education Center in Hanoi University, Vietnam, in 2014 and 2015. She has been workingactively as an English Language Teacher educator and a senior consultant in Vietnam’s nation-wide Foreign Language Education reform projects. Mai graduated with a Doctor of Philosophy in Education from the School of Education, the University of New South Wales, Australia, in 2014. She received the New South Wales Institute of Education Research’s Beth Southwell Award for Outstanding Doctoral Thesis in October 2014. She also received the CAMTESOL Innovation Award in 2009. Her research interests include English language education reforms, English language teacher education innovation, English language teaching/learning for university success, and university governance.
Bibliographic Information
Book Title: English Language Education for Graduate Employability in Vietnam
Editors: Tran Le Huu Nghia, Ly Thi Tran, Mai Tuyet Ngo
Series Title: Global Vietnam: Across Time, Space and Community
DOI: https://doi.org/10.1007/978-981-99-4338-8
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2024
Hardcover ISBN: 978-981-99-4337-1Published: 16 September 2023
Softcover ISBN: 978-981-99-4340-1Published: 16 September 2023
eBook ISBN: 978-981-99-4338-8Published: 15 September 2023
Series ISSN: 2731-7552
Series E-ISSN: 2731-7560
Edition Number: 1
Number of Pages: XVIII, 380
Number of Illustrations: 5 b/w illustrations, 8 illustrations in colour
Topics: Language Education, Higher Education, Educational Policy and Politics, Sociology of Education