NEOLIBERAL PERSONHOOD OF ENGLISH LANGUAGE LEARNERS AT a VIETNAMESE UNIVERSITY’S ENGLISH PROGRAM = CHỦ THỂ tân tự DO của NGƯỜI học CHUYÊN NGÀNH TIẾNG ANH tại một TRƯỜNG đại học VIỆT NAM

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF LINGUISTICS & CULTURES OF ENGLISH-SPEAKING COUNTRIES GRADUATION PAPER NEOLIBERAL PERSONHOOD OF ENGLISH LANGUAGE LEARNERS AT A VIETNAMESE UNIVERSITY’S ENGLISH PROGRAM Supervisor: Hoàng Thị Hạnh, Ph D Student: Nguyễn Nhật Lan Hương Course: QH2017.F1.E1.SPCLC HÀ NỘI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGƠN NGỮ VÀ VĂN HỐ CÁC NƯỚC NĨI TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CHỦ THỂ TÂN TỰ DO CỦA NGƯỜI HỌC CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC VIỆT NAM Giáo viên hướng dẫn: Hoàng Thị Hạnh Sinh viên: Nguyễn Nhật Lan Hương Khóa: QH2017.F1.E1.SPCLC HÀ NỘI – 2021 ACCEPTANCE I hereby state that I: Nguyễn Nhật Lan Hương, class QH2017.F.1.E1.SPCLC, being a candidate for the degree of Bachelor of Arts (English Language Teacher Education - Honors Program) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Nguyễn Nhật Lan Hương ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Ms Hoang Thi Hanh, for her vital guidance throughout the whole research process I would also want to send my appreciation to many other teachers in the Faculty of Linguistics and Culture of English speaking Countries, who have provided insightful feedback to help refine my arguments and writing I have learnt invaluable lessons thanks to their expertise, which were not only crucial when conducting this study but also for future endeavors Besides, I am also very thankful for the ten fellow ULIS students who have agreed to be the participants for this study Their active cooperation, patience and passionate sharing during the interview sessions have contributed greatly to the smooth progress of the research Lastly, I want to send my thanks for the endless emotional support from 17E1 classmates as well as my family during this long and arduous journey I would not be able to get this far without them i ABSTRACT The pervasive effects of neoliberalism on English language education have been well documented in literature, yet very few studies have addressed this relationship in the Vietnamese local context, despite the current societal ‘craze’ about English learning in Vietnam This study investigates how Vietnamese English learners engage with neoliberal discourses in their learning and the extent to which they embody the ideal neoliberal subject - based on Foucault’s conceptualization Participants are English majored sophomores who are studying in a program developed from a neoliberal higher education policy named ‘Circular 23’ from the government The findings reveal a considerable alignment to the ideal neoliberal self presented in the English learners, who live in a society where neoliberal trends like commodification of language and education are prevalent This alignment can be seen through their construction of higher education and English education as human capital investment, and their striving towards being competitive and autonomous selves, despite some exceptions uncharacterized of neoliberal logic At the same time, the data also unveil the students’ struggle, especially of those disadvantaged, on the journey to realize their neoliberal projects, as well as hints of negative impacts on their well-being and selfperception, indicating a need for further critiques and critical treatment towards this phenomenon in the local context ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii LIST OF ABBREVIATIONS v CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of the research problem and research questions 1.3 Scope of the study 1.4 Potential significance of the study 1.5 Organization CHAPTER 2: LITERATURE REVIEW 2.1 Neoliberalism, human capital, and Foucault’s concept of homo oeconomicus 2.2 Neoliberalism and second/foreign language education - the case of English 2.3 Language ideologies that correspond to the broader discourse of neoliberalism 10 2.3.1 Language as pure potential 10 2.3.2 Linguistic instrumentalism 11 2.3.3 Linguistic entrepreneurship .12 2.4 Problematizing these neoliberal language ideologies .13 2.5 Review of relevant studies and research gap 14 CHAPTER 3: METHODOLOGY 19 3.1 Research setting 19 3.2 Participants 20 3.3 Data collection instrument: Semi-structured interview 21 3.4 Data analysis method: Thematic analysis 23 CHAPTER 4: FINDINGS 25 iii 4.1 The dominant neoliberal agenda on language and education 25 4.1.1 The commodification of higher education 25 4.1.2 The resignification of language: language as a measurable skill and tied with economic benefits 27 4.2 The English learners: embracing or rejecting positioning as neoliberal subjects 29 4.2.1 English learners as human capital investors: calculation, risk-taking, hope and frustration 29 4.2.2 English learners in the classroom competition: motivation, stress and insecurity 31 4.2.3 The valorized “self-responsible, hard-working, resourceful” English learners 34 4.2.4 English learners’ traits that not align with the neoliberal agendas .38 CHAPTER 5: CONCLUSION .43 5.1 Discussion of the findings 43 5.2 Implications 47 5.3 Limitations and suggestions for future studies 48 REFERENCES 51 APPENDICES 60 APPENDIX 60 APPENDIX 63 iv LIST OF ABBREVIATIONS EFL: English as a Foreign Language ELT: English Language Teaching v CHAPTER 1: INTRODUCTION 1.1 Background of the study For the past few decades, with the emergence of knowledge-based and service-based economy, the role of knowledge and skills has been increasingly underscored in contemporary society, evoking interests from both governmental and corporate entities As a result, neoliberal discourse - the discourse of the marketplace - has exerted its presence and control in various social practices In the field of education specifically, neoliberal logic has transformed the constructions of teachers and learners’ identity, and of knowledge itself (Bernstein, Hellmich, Katznelson, Shin & Vinall, 2015) One particular education domain that has been under the pervasive influence of neoliberalism is second/foreign language education Few would deny the edge that comes with competent communication skills, proficiency in an additional language or multilingualism in today’s increasingly globalized world and marketplace That market demand has transformed the purpose of language learning and how languages and language learning are perceived Under neoliberalism, which stresses the individual responsibility in liberating and cultivating one’s own potential to achieve well-being and happiness, competency in language, particularly in the case of English, is now dominantly viewed in the dimension of human capital, and language learning is a special type of investment that will bring valuable economic benefits for the learners (Holborow, 2018b) These investments can be widely documented across the world, as evidenced by the exponential growth of the global English Language Teaching industry in past decades, or the focus of national educational policies towards the teaching and learning of English In the local context of Vietnam, the proliferation of English could also be observed on different levels, starting from the government’s orientation and investments on improving the quality of English language education (Tran & Tanemura, 2020), to the individuals’ investments in learning English, which could explain the impressive growth of the private English language education business in Vietnam (Hewson, 2018) From my insider viewpoint as both an English learner for the past 10 years as well as a pre-service English teacher that is going to graduate within several months, the social interest in English learning in Vietnam is currently at its height Apart from the inundated advertisements about English centers, English programs across social media, there is also the establishment of an “English learning” section in VNExpress - one of the most popular online news websites in Vietnam On VTV7 - a national educational channel of Vietnam Television, the programs in English and related to English teaching have occupied a significant amount of air time One of the most notable programs is IELTS Face Off - a program to help viewers improve their English in preparation for the IELTS test, and specifically English rather than any other subjects - has enjoyed great popularity since its launch and has been continued for six seasons up to October, 2020 The advantage that comes with proficiency in English could also be clearly seen in the 2020’s university entrance exam season, when many universities in Vietnam, including the high-ranked ones, decided to use International English certificates as one criterion to select which students to admit into their programs This immense popularity of English in the current timeframe gave me the inspiration for this study, born out of my queries and contemplation over these dynamics This scenario of English learning in Vietnam can be likened to the trend of commodification of language (Heller, 2003), that English is seen as an economic asset and powerful tool that individuals should aspire to obtain, which directly corresponds to language ideologies that are subjected to neoliberal logic Many studies have sought to scrutinize and critique its various implications on English language learning and teaching, on the individuals and institutions that are affected we could comprehensively document the extension of neoliberal discourses as well as its effects on education, and particularly EFL education in Vietnam, it would be an important step towards intervention to alleviate the possible problems created and perpetuated by neoliberalism 50 REFERENCES Babaii, E., & Sheikhi, M (2018) Traces of neoliberalism in English teaching materials: A critical discourse analysis Critical Discourse Studies, 15(3), 247-264 Bacon, C K., & Kim, S Y (2018) “English is my only weapon”: Neoliberal language ideologies and youth metadiscourse in South Korea Linguistics and Education, 48, 10-21 Berger, A A (2018) Media and communication research methods: An introduction to qualitative and quantitative approaches Sage Publications Bernstein, K A., Hellmich, E A., Katznelson, N., Shin, J., & Vinall, K (2015) Introduction to special issue: Critical perspectives on neoliberalism in second/foreign language education L2 Journal, 7(3) Bernstein, K A., Katznelson, N., Amezcua, A., Mohamed, S., & Alvarado, S L (2020) Equity/social justice, instrumentalism/neoliberalism: Dueling discourses of dual language in principals’ talk about their programs TESOL Quarterly, 54(3), 652-684 Besley, T., & Peters, M (2007) Subjectivity and truth: Foucault, education, and the culture of self New York, NY: Peter Lang Braun, V and Clarke, V (2006) Using thematic analysis in psychology Qualitative Research in Psychology, 3(2), 77-101 Bui, T T N., & Nguyen, H T M (2016) Standardizing english for educational and socio-economic betterment-a critical analysis of english language policy reforms in Vietnam In R Kirkpatrick (Ed.) 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Multicultural Development, 24(3), 211-224 Xiong, T., & Yuan, Z M (2018) “It was because I could speak English that I got the job”: Neoliberal discourse in a Chinese English textbook series Journal of Language, Identity & Education, 17(2), 103-117 59 APPENDICES APPENDIX THÔNG TIN VỀ NGHIÊN CỨU Thông tin người thực nghiên cứu Tên người thực nghiên cứu: Nguyễn Nhật Lan Hương, lớp QH2017.F.1.E1.SPCLC, ngành Sư phạm Tiếng Anh hệ Chất lượng cao, Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội Giảng viên hướng dẫn đề tài: Cơ Hồng Thị Hạnh, khoa Ngơn ngữ Văn hóa nước nói Tiếng Anh Tên đề tài nghiên cứu: Góc nhìn sinh viên ngành Ngôn ngữ Anh CLC TT23 việc học tiếng Anh Đại học Mục đích nghiên cứu: Làm khóa luận tốt nghiệp Tóm tắt nghiên cứu Nghiên cứu nhằm mục đích tìm hiểu sâu góc nhìn sinh viên Ngơn ngữ Anh CLC TT23 việc lựa chọn ngành học, trường học mình, trải nghiệm việc học môn tiếng chuyên ngành, mục tiêu mong muốn việc học tiếng Anh Dữ liệu phục vụ nghiên cứu lấy từ việc vấn bạn sinh viên QH2019 chuyên ngành Ngôn ngữ Anh CLC TT23 Nhiệm vụ người tham gia nghiên cứu Khi tham gia nghiên cứu, người tham gia tham gia vấn một-một với người thực nghiên cứu, số lượng vấn tối thiểu cá nhân 01 vấn, trường hợp cần thiết, có thêm vấn theo sau vấn để thu thập thêm thông tin Các vấn ghi 60 âm chuyển sang định dạng văn nhằm mục đích phân tích cho nghiên cứu Quyền lợi người tham gia nghiên cứu - Được cung cấp thông tin nội dung nghiên cứu, nhiệm vụ quyền lợi người tham gia nghiên cứu - Việc tham gia nghiên cứu hồn tồn tự nguyện, khơng bị ep buộc Người tham gia nghiên cứu rut khỏi nghiên cứu bất ky thời điểm vòng tháng kể từ lần vấn mà không bị phân biệt đối xử Khi rut khỏi việc tham gia nghiên cứu, tồn thơng tin người tham gia nghiên cứu cung cấp xóa, đảm bảo an toàn bảo mật - Các liệu thông tin người tham gia nghiên cứu, bao gồm câu trả lời (dưới dạng văn ghi âm) vấn sử dụng nhằm mục đích nghiên cứu, giữ bảo mật, khơng để lộ với đối tượng khác ngồi người thực nghiên cứu giáo viên hướng dẫn - Mọi thông tin người tham gia nghiên cứu xuất luận văn báo cáo, xuất có liên quan sau đảm bảo ẩn danh, người tham gia xuất dạng tên giả/mã số - Trong thời gian tham gia nghiên cứu, có xảy rủi ro bảo mật thông tin nghiên cứu, người nghiên cứu hoàn toàn chịu trách nhiệm sẵn sàng bồi thường Thông tin liên lạc Xin liên lạc với người thực nghiên cứu thông qua số điện thoại 0836000916 (Lan Hương) địa email nguyennhatlanhuong99@gmail.com có câu hỏi liên quan đến nghiên cứu, gặp vấn đề trình tham gia nghiên cứu 61 PHIẾU ĐỒNG Ý THAM GIA NGHIÊN CỨU Xin đánh dấu vào ô trống 1/ Tôi xác nhận đọc hiểu rõ tồn nội dung phiếu “Thơng tin ⬜ nghiên cứu” đính kèm, có thời gian để suy nghĩ thông tin phiếu, trả lời thắc mắc liên quan (nếu có) cách đầy đủ, thỏa đáng 2/ Tôi hiểu việc tham gia nghiên cứu tơi hồn tồn tự nguyện, tơi có ⬜ quyền rut khỏi nghiên cứu bất ky thời điểm vòng tháng kể từ lần vấn mà không bị phân biệt đối xử Trong trường hợp rut khỏi nghiên cứu, tơi hiểu tồn thông tin cung cấp xóa cách an tồn bảo mật 3/ Tơi hiểu thông tin cá nhân cung cấp dùng luận văn tốt nghiệp người thực nghiên cứu, báo cáo, xuất có liên quan sau có, giữ tuyệt đối bí mật, khơng để lộ cho đối tượng khác ⬜ 4/ Tôi hiểu tên thật thông tin cá nhân không xuất luận văn, báo cáo, xuất có liên quan, mà tơi đề cập đến tên giả/mã số ⬜ ⬜ 5/ Tôi đồng ý tham gia nghiên cứu Ngày tháng … năm … Ngày tháng … năm … Người thực nghiên cứu Người tham gia nghiên cứu (Chữ ký) (Chữ ký) 62 APPENDIX Câu hỏi cho sinh viên QH2019 Ngành Ngôn ngữ Anh CLC TT23 A/ Thông tin chung sinh viên trải nghiệm học tiếng Anh trước vào đại học 1/ Giới thiệu thông tin cá nhân, hồn cảnh gia đình ban 2/ Miêu tả trải nghiệm học tập nói chung học tiếng Anh nói riêng bạn trước vào trường Đại học (thời gian, thời lượng, địa điểm, hình thức, v.v) (Khi bạn bắt đầu có hứng thu với tiếng Anh? Hứng thu bạn có thay đổi qua thời gian hay khơng?) 3/ Bạn nghĩ trải nghiệm ấy? (Những yếu tố ảnh hưởng đến trình học tiếng Anh bạn? Chung ảnh hưởng nào? Bạn kể lại (vài) kỉ niệm bạn cho đáng nhớ với việc học Tiếng Anh bạn không?) B/ Về lựa chọn ngành trường sinh viên chuyên ngành Ngôn ngữ Anh 4/ Bạn kể cho q trình chọn ngành chọn trường Đại học bạn khơng? (Bạn suy nghĩ q trình đưa lựa chọn khơng? Bạn có tìm hiểu thơng tin hay nhận lời khuyên đưa lựa chọn không? Đâu yếu tố ảnh hưởng đến lựa chọn bạn? Điều khiến bạn học ngành Ngơn ngữ Anh CLC23? Bạn có điều băn khoăn/lo lắng với lựa chọn khơng? Bạn cịn có phân vân với nguyện vọng khác khơng? Tại ngành khác, Ngôn ngữ khác hay học trường khác?) C/ Về việc học tiếng Anh Đại học 63 5/ Bạn nhận xet/miêu tả người học Tiếng Anh nào? (Miêu tả việc làm ngày bạn để học Tiếng Anh? Có điểm bạn hài lịng, chưa việc học Tiếng Anh thân không? Tại sao? Nó có giống khác với ky vọng/mong muốn khơng? Bạn có muốn thay đổi điều khơng? Bạn có gặp phải khó khăn/băn khoăn/lo lắng học tiếng Anh trường khơng? Đó gì? Bạn có suy nghĩ đứng trước khó khăn ấy?) 6/ Theo bạn, hình mẫu người học Tiếng Anh lý tưởng người nào? D/ Mục tiêu, mong muốn với việc học tiếng Anh 7/ Mục tiêu bạn cho việc học tiếng Anh nói chung gì? (Bạn muốn trở thành người học tiếng Anh nào?) Cụ thể với mơn học chun ngành Tiếng Anh trường, bạn có (những) mục tiêu gì?) 8/ Bạn nghĩ tiếng Anh việc học tiếng Anh mang lại cho bạn? Cho người khác? 9/ Bạn kể cho nghe mục tiêu/mong muốn/dự định tương lai bạn khơng? (Bạn định làm với đại học Ngơn ngữ Anh - cơng việc, trải nghiệm?) 10/ Nhìn lại, bạn nghĩ số tiền học phí 35 triệu / năm học đại học ngành Ngôn ngữ Anh mình? 64 ... assumption that language can be an abstract and neutral communication system is what problematizes the valorization of language as an important index of a neoliberal subject Kutoba (2011) noted that ideologies...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGƠN NGỮ VÀ VĂN HỐ CÁC NƯỚC NĨI TIẾNG ANH KH? ?A LUẬN TỐT NGHIỆP CHỦ THỂ TÂN TỰ DO C? ?A NGƯỜI HỌC CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI... and tertiary education (Doan, Pham, Pham & Tran, 2018) The 16 Vietnamese MOET also made a large-scale investment of 500 million dollars in the implementation of the National Foreign Languages 2020