FROM LOCAL STUDENTS TO GLOBAL PARTICIPANTS: ENGLISH AS A LINGUA FRANCA AND IDENTITY CONSTRUCTION IN A PROVINCIAL VIETNAMESE UNIVERSITY
DOI:
https://doi.org/10.59266/houjs.2026.1466Từ khóa:
English as a Lingua Franca, identity construction, global identities, identity investment, Vietnamese higher education; globalization.Tóm tắt
Amid the intertwining discourses of nationalism and globalization, this qualitative study examines how students at a regional Vietnamese university create and negotiate their English-related identities. The study examines how students envision using English to participate in international communities in the future, drawing on Norton's idea of identity investment and Jenkins' work on English as a Lingua Franca. Ten Long An University undergraduates participated in semi-structured interviews, which were then thematically analyzed. Results indicate that students envision themselves as future global professionals while maintaining strong local identities. Rather than a sign of cultural replacement, English is seen as a strategic resource for adaptability. However, perceived linguistic legitimacy, institutional restrictions, and unequal access to educational resources shape identity. By highlighting how global English identities are negotiated in resource-limited higher education settings, the study advances both identity research and English as a Lingua Franca.
Tài liệu tham khảo
Anderson, B. (2006). Imagined communities: Reflections on the origin and spread of nationalism (Rev. ed.). Verso.
Baker, W., Morán Panero, S., Álvarez Valencia, J. A., Alhasnawi, S., Boonsuk, Y., Ngo, P. L. H., Martínez-Sánchez, M. M., Miranda, N., & Ronzón-Montiel, G. J. (2025). Decolonizing English in higher education: Global Englishes and TESOL as opportunities or barriers. TESOL Quarterly, 59(1), 281-309. https://doi.org/10.1002/tesq.3317
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bùi, V. T. (2024). Nghiên cứu thăm dò về quan điểm và thực hành chuyển ngữ của giảng viên trong lớp học EMI tại một trường đại học ở Hà Nội. Tạp chí Khoa học Trường Đại học Mở Hà Nội, (122), 42-49. https://doi.org/10.59266/ houjs.2024.510
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Jenkins, J. (2015). Global Englishes: A resource book for students (3rd ed.). Routledge.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), English in the world (pp. 11-30). Cambridge University Press.
Lê, T. V., Lê, P. T., Lê, T. Á. T., & Nguyễn, H. P. L. (2021). Quan điểm của sinh viên Khoa Tiếng Anh, Trường Đại học Mở Hà Nội đối với việc học môn giao thoa văn hóa. Tạp chí Khoa học Trường Đại học Mở Hà Nội, (86), 1-8. https://jshou.edu.vn/houjs/article/view/32
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341. https://doi.org/10.1093/elt/cci064
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
